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SCHOOL
URSING
976-1 978

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University of Maryland
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FOR ADDITIONAL INFORMATION

UNIVERSITY OF MARYLAND AT BALTIMORE (UMAB)

Program Information Office of Dean

School of Nursing, University of Maryland
655 W. Lombard Street, Baltimore 21201

Undergraduate 528-6282

528-7503

Graduate 528-6711 or 12

Admissions or registration Office of Admissions and Registrations

(upper division students only) University of Maryland

Howard Hall, Room 132
660 W. Redwood Street, Baltimore 21201

UNIVERSITY OF MARYLAND AT COLLEGE PARK (UMCP)

Program Information Room 209, Turner Laboratory, College Park 20742

Admissions or registration Office of Admissions and Registrations

University of Maryland
North Administration Building
College Park 20742

UNIVERSITY OF MARYLAND— BALTIMORE COUNTY (UMBO

Admissions or registration Office of Admissions and Registrations

UMBC
5401 Wilkens Avenue, Baltimore 21228

UNIVERSITY OF MARYLAND— EASTERN SHORE (UMES)

Admissions or registration Office of Admissians and Registrations

University of Maryland — Eastern Shore
Princess Anne, Md. 21853

The provisions of this publication are not to be regarded as an irrevocable contract between the
student and the University of Maryland. Changes are effected from time to time in the general regulations
and in the academic requirements. There are established procedures for making changes, procedures
which protect the institution's integrity and the individual student's interest and welfare. A curriculum or
graduation requirement, when altered, is not made retroactive unless the alteration is to the student's
advantage and can be accommodated within the span of years normally required for graduation. When
the actions of a student are judged by competent authority, using established procedure, to be detrimental
to the interests of the university community, that person may be required to withdraw from the university.

University of Maryland School of Nursing Assessment Form

Lower Division Requirements

English Composition

Chemistry with Laboratory
(including organic content)

Human Anatomy and Physiology with
Laboratory

Microbiology (with laboratory)

Social Sciences (12 cr. - includes
sociology, psychology, anthro-
pology, political science, eco-
nomics, geography)

One course must be in sociology
and one must be psychology

Humanities (15 cr.) Need courses
from at least 3 of the following areas
Literature , language , fine arts ,
history, philosophy, mathematics

Nutrition

Admission G.P.A.

Electives

Matriculation G.P.A

MAH/vh - Revised l/'ll

(OVER)

Rules* for Completing the Assessment Form

1. Human anatomy and physiology, chemistry and microbiology must be courses taken
by students who plan to or could use them as credits toward a major in these areas.
In other words, they cannot be terminal courses for non-majors; I.e. , students
majoring in nursing, physical education, etc. (An exception to this policy is made
for students attending UMBO

2. Required natural science courses (chemistry, microbiology and human anatomy
and physiology) must include laboratory experience.

3. Courses in religion will be accepted in transfer when they have been taught within
a framework which oversteps specific sectarian concerns and/or dogma. Religion
courses whose content is exclusively/primarily limited to sectarian dogma will not
be accepted in transfer.

4. Basic nutrition must be a course with prerequisites of organic chemistry and
anatomy.

5. Humanities credit will be given one "studio" course in the fine arts; t.e . , class in
piano, painting, etc.) only if credit in the appropriate survey course is also earned
(music literature, history of art, etc.).

6. "D's" are not transferable for anatomy and physiology and microbiology from either
in-state or out-of-state institutions.

7. "D's" are not transferable from out-of-state public or private institutions or from
private colleges within the State of Maryland.

8. Courses taken on a Pass/Fail basis may be used for elective credits only.

9. Credits earned in courses titled Human Growth and Development are not applicable
toward preprofessional course requirements. (This content is taught within the
School of Nursing (Junior Year) .

10. Remedial and/or repetitive courses are not applicable for credit.

11. Nursing courses are not transferable. (These are taught in the junior-senior years).

12 . Only a total of 64 applicable credits are transferable and the admission screening
q .p. a . is based on the applicable credits which are transferable (excluding
elective credits) .

*In addition to the Rules found on pages 31, 32, and 33 of the Bulletin

Students Seeking A Baccalaureate Degree In Nursing Only! ! !

ATTENTION! ATTENTION! ATTENTION!!! ATTENTION! ATTENTION!

For admission consideration to the University of Maryland
School of Nursing for the Class of 1978 an applicant" must have the
results of the Allied Health Professions Admission Test submitted
to the Office of Admissions and Progressions located at 655 West
Lombard Street, Baltimore, Maryland 21201 by March 1, 1978.

The 1977/78 testing dates are November 19, 1977 and January 21,
1978 o Write the Psychological Corporation for an application and
brochure. The brochure will provide you with information on cost,
testing dates, testing sites and the deadline date for submitting
the application to the Psychological Corporation.

The address of the Psychological Corporation is as follows:

ALLIED HEALTH PROFESSIONS ADMISSION TEST

The Psychological Corporation

304 E. 45th Street

New York, New York 10017

Telephone number: (212) 888-3221

*THIS NOTICE DOES NOT APPLY TO A PERSON WHO HAS AN R.N. DIPLOMA
OR AN ASSOCIATE DEGREE IN NURSING.

MAH/vh
7/21/77

Digitized by the Internet Archive

in 2012 with funding from

LYRASIS Members and Sloan Foundation

http://archive.org/details/nursingc87unse

SCHOOL OF

NURSING

1976-78

UNIVERSITY OF MARYLAND

AT BALTIMORE

CONTENTS

ADMINISTRATION/ 4

CALENDAR/ 9

GENERAL INFORMATION / 1 1

RESOURCES /1 7

FINANCIAL INFORMATION /20

STUDENT LIFE/26

UNDERGRADUATE PROGRAM /29

GRADUATE PROGRAM /41

CONTINUING EDUCATION PROGRAM /60

FACULTY/ 62
CAMPUS MAP/ 70

ADMINISTRATION

BOARD OF REGENTS

Dr. B. Herbert Brown, Chairman, 1979

Mr. Hugh A. McMullen, Vice Chairman, 1980

Dr. Samuel H. Hoover, Secretary, 1977

Mr. N. Thomas Whittington, Jr., Treasurer, 1980

Mrs. Mary H. Broadwater, Assistant Secretary, 1978

Mr. John C. Scarbath, Assistant Treasurer, 1980

Mr. Percy M. Chaimson, 1981

Mr. Ralph W. Frey, 1981

Mr. Barry M. Goldman, 1977

The Hon. Young D. Hance, Ex-officio

Mr. Edward V. Hurley, 1977

Mr. Gerard F. (Gary) Miles, 1977

Mr. A. Paul Moss, 1978

Mr. Peter F. O'Malley, 1980

The Hon. Joseph D. Tydings, 1979

UNIVERSITY OF MARYLAND CENTRAL ADMINISTRATION

President

Wilson H. Elkins, B.A., University of Texas, 1932; M.A., 1932; B.Litt., Oxford
University, 1936; D.Phil., 1936.

Vice President for Academic Affairs

R. Lee Hornbake, B.S., California State College, Pennsylvania, 1 934; M.A., Ohio State
University, 1936; Ph.D., 1942.

Vice President for General Administration

Donald W. O'Connell, B.A., Columbia University, 1 937; M.A., 1 938; Ph.D., 1 953.

Vice President for Graduate Studies and Research

Michael J. Pelczar Jr., B.S., University of Maryland, 1936; M.S., 1938; Ph.D., State
University of Iowa, 1941.

Wee President for Agricultural Affairs and Legislative Relations

Frank L. Bentz Jr., B.S., University of Maryland, 1942; Ph.D., 1952.

Assistant to the President for University Relations

Robert A. Beach, A.B., Baldwin-Wallace College, 1950; M.S., Boston University,
1954.

Vice President for Development

Robert G. Smith, B.S., State University of New York at Geneseo, 1952; M.A., Ohio
University, 1956.

UMAB PRINCIPAL ACADEMIC OFFICERS

Dean, Dental School

Errol L. Reese, B.S., Fairmount State College, 1960; M.S., University of Detroit, 1968;
D.D.S., University of West Virginia, 1963.

Dean, School of Law

Michael J. Kelly, B.S., Princeton University, 1959; Ph.D., Cambridge University,
1964; LL.B., Yale Law School, 1967.

Dean, School of Medicine

John M. Dennis, B.S., University of Maryland, 1943; M.D., 1945.

Dean, School of Nursing

Marion I. Murphy, B.S., University of Minnesota, 1936; M.P.H., University of Michi-
gan, 1946; Ph.D., 1959.

Dean, School of Pharmacy and Dean, Graduate Studies and Research

William J. Kinnard Jr., B.S., University of Pittsburgh, 1953; M.S., 1955; Ph.D., Purdue
University, 1957.

Dean, School of Social Work and Community Planning

Daniel Thursz, B.A., Queens College, 1949; M.S.W., Catholic University, 1955;
D.S.W., 1959.

UNIVERSITY OF MARYLAND AT BALTIMORE

Chancellor

Albin O. Kuhn, B.S., University of Maryland, 1938; M.S., 1939; Ph.D., 1948.

Vice Chancellor for Health Affairs

John M. Dennis, B.S., University of Maryland, 1943; M.D., 1945.

Assistant to the Chancellor

W. Jackson Stenger, B.A., Washington College, 1949; M.A., Georgetown University,

1959; Ph.D., 1965.
Assistant to the Chancellor

Roy Borom, B.A., Wooster College, 1959; M.S.S.A., Western Reserve University

School of Applied Social Sciences, 1951.

Director of Admissions and Registrations

Wayne A. Smith, B.S., University of Maryland, 1962.
Director of Business Services

Robert C. Brown, B.A., University of Maryland, 1963.

Director of Computer Services

Frederick Straughn, B.S., University of Baltimore, 1963; M.B.A., Loyola College,

Baltimore, 1975.
Director of Personnel

Ronald J. Baril, B.S.Ed., Bridgewater State College, Massachusetts, 1965.

Director of Student Financial Aid

James F. Forsyth, B.A., University of Connecticut, 1966; M.A., University of Michi-
gan, 1968.

Director of Physical Plant

Robert L. Walton, B.S., University of Maryland, 1938.

Director of Student Health Service

Wilfred H. Townshend, B.A., Johns Hopkins University, 1936; M.D., University of
Maryland, 1940.

Director of University of Maryland Hospital

G. Bruce McFadden, B.S., Virginia Polytechnic Institute, 1957; M.H.A., Medical
College of Virginia, 1 961 .

Director, University Relations

Walter T. Brown, B.S., University of Maryland, 1964; M.S., American University,
1970.

SCHOOL OF NURSING ADMINISTRATION

Marion I. Murphy, Dean and Professor of Nursing

B.S., University of Minnesota, 1936; M.P.H., University of Michigan, 1946; Ph.D.,

1959; (RN)
Frieda M. Holt, Associate Dean for Graduate Studies and Associate Professor

B.S., University of Colorado, 1956; M.S., Boston University, 1969; Ed.D., 1973; (RN)
Associate Dean for Undergraduate Studies (Information not available at time of printing)
Hazel Johnson, Assistant Dean and Assistant Professor; Director, Walter Reed Army

Institute of Nursing

B.S., Villanova University, Pennsylvania, 1959; M.S., Teachers College, Columbia

University, 1963; Ph.D., Catholic University of America, 1976; (RN)
Shirley L. Hale, Assistant Dean and Associate Professor; Coordinator, Mercy Center

B.S., University of Pennsylvania, 1957; M.S., University of Maryland, 1960; Ph.D.,

1974; (RN)
Malissa Harkleroad, Assistant Dean, Undergraduate Admissions and Progression and

Associate Professor

B.S.N., Medical College of Virginia, 1956; M.S.N., University of North Carolina,

1961; Ph.D., Catholic University of America, 1973; (RN)
Rosetta Sands, Assistant Dean, Undergraduate Curriculum and Assistant Professor

B.S., University of Maryland, 1966; M.S., 1970; (RN)
Rachel Z. Booth, Chairperson, Primary Health Care and Assistant Professor

B.S., University of Maryland, 1968; M.S., 1970; (RN)
Hazle Blakeney, Chairperson, Career Development and Professor

B.S., Kansas State College, 1946; M.A., Teacher's College, Columbia University,

1953; Ed.D., 1967; (RN)
Chairperson, Psychiatric Nursing (Information not available at time of printing)
Betty Shubkagel, Chairperson, Medical and Surgical Nursing and Associate Professor

B.S., University of Maryland, 1954; M.N.Ed., Emory University, 1957; Ph.D., Univer-
sity of Maryland, 1976; (RN)
Mary V. Neal, Chairperson, Maternal-Child Nursing and Professor

B.S., University of Maryland, 1949; M.Litt., University of Pittsburgh, 1952; Ph.D.,

New York University, 1968; (RN)
M. Virginia Ruth, Chairperson, Community Health Nursing and Associate Professor

B.S., Georgetown University, 1953; M.S., Yale University, 1961; Dr.P.H., Johns

Hopkins University, 1976; (RN)
Sonya R. Shelley, Director of Center for Research and Evaluation and Associate Professor

B.S., University of Wisconsin, 1958; M.Ed., University of Maryland, 1971; Ph.D.,

1974

Helen R. Kohler, Director, Special Outreach Project and Associate Professor

B.S., University of Pennsylvania, 1960; M.S., University of Minnesota, 1962; Ph.D.,
University of North Carolina, 1974; (RN)

Frances P. Koonz, Director of Continuing Education and Assistant Professor

B.S., Seton Hall University, 1954; M.S., Catholic University of America, 1961; (RN)

Ann P. Morgan, Coordinator, Orientation and Faculty Development, and Assistant Profes-
sor
B.S.N., Catholic University of America, 1960; M.S.N., 1971; (RN)

NURSES' ALUMNI ASSOCIATION

Officers for 1976-77

Verna Zang Martin President

Susan Wilson Batzer First Vice President

Eleanor Harrison Greentree Second Vice President

Jean Warfield Donnelly Secretary

Sara Whiting Treasurer

Board of Directors
Doris Alt Heaver
Linda Williams
Ruth Busch Lovett
Alice S. Ottavi

CALENDAR

UNIVERSITY OF MARYLAND SCHOOL OF NURSING

1976-77 ACADEMIC CALENDAR GRADUATE AND UNDERGRADUATE

PROGRAM

FALL SEMESTER 1976

August 23-24

Monday-Tuesday

August 25

Wednesday

August 26

Thursday

August 26

Thursday

August 27

Friday

September 6

Monday

November 24

Wednesday

November 25-26

Thursday-Friday

November 29

Monday

December 1 7

Friday

Registration (undergraduate)
General Orientation (undergraduate)
Registration (graduate)
Team Orientation (undergraduate)
Instruction begins (undergraduate and

graduate)
Labor Day— HOLIDAY
Class ends at noon
Thanksgiving— HOLIDAY
Classes resume
Semester ends (undergraduate and

graduate)

WINTER SESSION 1977

December 6-8
January 3, 1977
January 14

January 28

Monday- Wednesday

Monday

Friday

Preregistration for Winter Session

Instruction begins

Martin Luther King Jr.'s Birthday-

HOLIDAY
Session ends

SPRING SEMESTER 1977

February 4

Friday

Late Registration for those failing to
preregister

February 7

Monday

Instruction begins

February 21

Monday

Washington's Birthday— HOLIDAY

April 4-8

Monday-Fi

iday

Spring break— HOLIDAY

April 11

Monday

Classes resume

May 30

Monday

Memorial Day— HOLIDAY

June 2

Thursday

Semester ends

June 3

Friday

Commencement — 3:00 p.m.

GENERAL
INFORMATION

GENERAL INFORMATION

STATEMENT OF PHILOSOPHY

The School of Nursing, an autonomous educational unit within the University of
Maryland, derives the broad outlines of its purpose and functions from the philosophy and
policies of the university. The faculty of the School of Nursing is accountable for imple-
menting the triad of university functions: teaching, research and service. These functions
are attuned to the ever-changing needs of society in the global community. The faculty
recognizes the interrelationships between teaching, research and practice in nursing.
Through participation in research and utilization of valid research findings, teachers and
learners contribute to effective nursing practice.

Inherent to the practice of nursing is the shared belief that man is an integration of
components and processes that cannot exist independently of each other. Internal and
external environmental influences alter man's state of health from moment to moment
throughout the life cycle. The stimulus for change can emanate from either environment as
both evolve through the continuum of time. When manipulation of these forces is required
to enhance man's potential for health, nursing can enter as a means to bridge the gap
between potential and actual health states.

The goal of professional nursing is to assist the individual, the family and the
community in the development of their potential by helping each to gain, maintain or
increase his optimal level of health. Interacting in a dynamic way, the nurse becomes an
integral part of the environment of the client, acting with awareness of selected factors
operating within that environment. Through a mutual relationship based on trust, the nurse
demonstrates respect for the client's autonomy, integrity, dignity and feelings, and recog-
nizes rights and responsibilities. This kind of nursing is best fostered in a delivery system
which is responsive to the range of internal and external forces affecting health care,
strengthening the forces which contribute to higher states of health and diminishing those
which lead to reduced levels of health. The goal of nursing is achieved through recognition
of specific needs of consumers and the mobilization and distribution of resources to meet
those needs. The effective operation of the health care system requires essential input from
both consumers and professional nurses to achieve desired goals.

Education is an on-going process which involves the teacher and the learner in
pursuing and sharing knowledge in an organized setting with planned experiences result-
ing in desired behavioral change. Believing in democratic principles, the faculty empha-
sizes its faith in the individual as a being of inherent worth and dignity who has the right
and responsibility to participate in the educative process to the extent of his capabilities.
Learning is enhanced in a setting which encourages analytical evaluations of existing
health practices and open communication among members of the various health services.
Under the guidance of the faculty, purposeful behavior is encouraged and developed in
students through the incorporation of knowledge from the humanities and the behavioral,
biological and physical sciences with current theory and practice in professional nursing.

The three educational programs within the School of Nursing, undergraduate, gradu-
ate and continuing education, have evolved from and are in agreement with this philoso-
phy. Elaboration of this basic philosophy will be found in sections of this bulletin dealing
with the undergraduate program (page 29), the graduate program (page 41), and con-
tinuing education (page 60).

HISTORY

The School of Nursing, one of seven professional schools of the University of
Maryland at Baltimore, was established on December 15, 1889 by Miss Louisa Parsons in
the old University Hospital Building on Lombard and Greene Streets. Miss Parsons had
been a student of Florence Nightingale and was a graduate of Miss Nightingale's school at
St. Thomas' Hospital in London.

The original curriculum of the University of Maryland Training School, which re-
quired two years for completion, was extended to three years in 1902. In 1920 the School
of Nursing became a separate unit of the university although administered by the
hospital. An optional five-year curriculum was instituted in 1926 combining two years of
arts and sciences on the College Park campus and three years at the School of Nursing in
Baltimore. Both a Bachelor of Science degree and a Diploma in Nursing were awarded
upon completion of the five-year program. This sequence, as well as the three-year
hospital school, phased out in 1952 when Dr. Florence M. Gipe, now dean emerita,
became dean of the new autonomous four-year program leading to the Bachelor of
Science degree in Nursing.

In 1954 the School of Nursing became a department of the Graduate School which
awards the degree of Master of Science with a major in nursing to qualified candidates.
One of Dean Gipe's lasting contributions to nursing education in the south was her
leadership in establishing graduate education within the Nursing Council of the Southern
Regional Education Board. Together with the deans of five other Schools of Nursing with
accredited graduate programs, she pioneered in setting guidelines and interpreting the
need for graduate programs of high quality. (See the Graduate Program for further
information concerning advanced study, page 41).

School of Nursing

The School of Nursing has two decentralized settings where qualified (undergraduate)
students may complete the nursing major. The Walter Reed Army Institute of Nursing
(WRAIN) was created in 1964 through a contractual arrangement between the University
of Maryland and the Department of the Army. Students in this program have been
subsidized during the junior-senior years and following graduation are obligated to serve
for three years in the Army Nurse Corps. A second decentralized program was initiated in
1 974 through an agreement between the university and the Mercy Hospital Clinical Center
in Baltimore. Organized along lines somewhat similar to WRAIN, with Mercy Hospital
bearing the main expense of instruction, the Mercy program represents a unique way in
which one private hospital chose to continue its support to nursing education after closing
its hospital school. A first University of Maryland class of 33 students whose main clinical
base had been the Mercy Clinical Center graduated in June 1976. Students in both
decentralized programs meet the school's admission criteria. Faculty at these centers are
appointed by the University of Maryland and utilize university-approved clinical resources
in providing learning experiences which meet requirements of the School of Nursing
curriculum. Although in decentralized settings, both faculty and students function as one
school.

The employment of a director of continuing education in 1969 resulted in much
appreciated services to nurses throughout Maryland. Subsequent development of regional

University of Maryland Hospital
14

committees has involved large numbers of nurses in planning for continuing education
programs geared to specific interests and needs (See Continuing Education, page 60).

A multimedia self-instructional grant from the Division of Nursing, Department of
Health, Education and Welfare, during 1969-74 provided the stimulus for the develop-
ment and use of newer teaching-learning strategies. An Instructional Media Center staffed
with nursing faculty and skilled technicians has continued to be a valuable resource to
faculty and students.

A research development grant from the Division of Nursing, Department of Health,
Education and Welfare, which was available to the School of Nursing from 1 970 to 1 975
served to increase faculty's involvement in research. The establishment of a Center for
Research and Evaluation in 1975 provided for the coordination of research courses as well
as additional consultative services to both faculty and students.

Since early days, the baccalaureate curriculum has been available to registered nurses
who wished to pursue further study. However, in recent years faculty have put forth great
effort to encourage nurses who demonstrated motivation and ability to avail themselves of
options which increasingly are available to the adult learner in higher education. Admis-
sion to the school's integrated upper division clinical program was facilitated by adminis-
tration of newly designed challenge examinations. Clinical experiences available to R.N.'s
provided innovative approaches to meeting objectives of the baccalaureate curriculum.
Further evidence of the school's concern for enlarging the pool of baccalaureate prepared
nurses in Maryland was the institution in 1975 of an outreach program for "community
bound" nurses in Western Maryland and the Eastern Shore.

Faculty have accomplished a complete revision of both baccalaureate and graduate
curricula in recent years. Implementation of the former was initiated in the fall of 1972
concurrently with a very large increase in upper division nursing enrollment of the
Baltimore campus. Since 1974, because of limitations in the availability of clinical
facilities in the Baltimore metropolitan area, it has been necessary to restrict admissions to
the junior class (UMAB and Mercy) to 300 students. The new graduate curriculum, which
was granted approval by the Graduate School early in 1976, was characterized by
flexibility in the choices offered to students. The revision also was responsible for the
creation of a new Department of Primary Health Care. In addition to preparing competent
practitioners to meet current health care needs, both curricula endeavor to provide
graduates with a foundation to adapt to and influence changing trends in health care
delivery.

NURSES' ALUMNI ASSOCIATION

Nurses' Alumni Association: Organized in 1895, School of Nursing Alumni provided
early leadership in the organization of the Maryland Nurses' Association and in passage of
the Nurses' Licensing Act of 1903. Over the years alumni have demonstrated not only their
strong support of the school but awareness of changes taking place in nursing. Although
incorporated as Alumnae, the association changed its title to Alumni in 1964 thus
establishing the eligibility of men graduates for membership. The historic pin, designed by
Tiffany's for the class of 1894, bore the inscription Nurses' Alumni Association until 1970
when, by action of the association, the lettering for future graduates was changed to
School of Nursing, University of Maryland. The Nightingale cap, bestowed by the school's
founder, Louisa Parsons, remains the property of the alumni association. Since 1968, all
baccalaureate graduates of the School of Nursing are eligible to purchase the cap.

THE CAMPUS:

THE UNIVERSITY OF MARYLAND AT BALTIMORE

nursing, and social work and community planning. These professional schools represent a
tremendous resource to the community in which they are located. Also, their proximity to
one another offers rich opportunity for interprofessional activities of a service and research
nature.

The UMAB campus is situated in the heart of the downtown section of Baltimore, a
city whose early historic origins are rivaled only by tremendous urban center develop-
ments in recent years. Baltimore is one of the foremost commercial, cultural and scientific
centers on the Eastern seaboard and offers unlimited extracurricular activities to students
and visitors.

ACCREDITATION AND MEMBERSHIPS

The University of Maryland is a member of the Association of American Colleges and
is accredited by the Middle States Association of Colleges and Secondary Schools. The
undergraduate and graduate programs of the School of Nursing are accredited by the
National League for Nursing; the school also maintains membership in the Council of
Member Agencies of the Department of Baccalaureate and Higher Degree Programs of the
National League for Nursing. The baccalaureate program is approved by the Maryland
State Board of Examiners of Nurses. The school is represented in the Council on Collegiate
Education for Nursing of the Southern Regional Education Board by the dean, associate
deans of undergraduate and graduate studies and the director of continuing education. The
school also is a member of the American Association of Colleges of Nursing.

EQUAL OPPORTUNITY

Qualified applicants are admitted without discrimination in regard to age, creed,
ethnic origin, marital status, race and sex. The enrollment of the racial minority student,
the male student and the "adult learner" has been increasing annually. In line with its
stated philosophy, the School of Nursing encourages students with diversified back-
grounds to seek admissions to the baccalaureate and graduate program thereby enriching
the educational experience for all.

Similarly, effort is made to recruit faculty with diversified backgrounds particularly
representatives of minority groups. Although all faculty carry certain common responsibili-
ties, the black or male faculty member undeniably becomes a role model further illustrat-
ing the school's commitment to affirmative action.

REGISTRATION ELIGIBILITY ON CAMPUSES WITHIN THE UNIVERSITY
OF MARYLAND SYSTEM

Registration at one of the University of Maryland campuses permits a student to
register for courses (space available) offered by another campus within the University of
Maryland system.

DETERMINATION OF RESIDENCE

Determination of In-State Status for Admission, Tuition and Charge-Differential
Purposes. The Board of Regents of the University of Maryland approved new regulations
for the determination of in-state status for admission, tuition and charge-differential pur-
poses effective January 1 974. A copy of the regulations may be obtained from the Office of
Admissions and Registrations.

INSURANCE COVERAGE

All nursing students, undergraduate and graduate, enrolled for clinical nursing
courses, are required to carry malpractice liability insurance.

RESOURCES

INSTRUCTIONAL FACILITIES AND RESOURCES

HEALTH SCIENCES LIBRARY

The Health Sciences Library, situated very near the School of Nursing, also serves the
schools of medicine, dentistry, pharmacy and social work-community planning. Its re-
sources include more than 146,700 bound volumes and over 2,850 current subscriptions
to scientific journals. Study space is provided and a staff of professional librarians assists
the student body in the use of library resources.

INSTRUCTIONAL MEDIA CENTER

The School of Nursing offers opportunity for both individual and group learning
activities.

Self-Instruction: The rationale for this approach is that the knowledge and skills
needed by individual nursing students vary at any given time. Availability of appropriate
materials in self-instructional format provides for this diversity of needs. As the result of a
special project, a group of faculty and technicians developed and produced a large
number of multimedia self-instructional study units. In addition, commercially prepared
materials have been purchased as appropriate to meet students' needs. The environment
for self-study is an Instructional Media Laboratory with 68 carrels including a variety of
equipment. Undergraduate students may be required to study specific units as course
requirements and may pursue other self-instructional materials relevant to their individual
learning needs. Graduate students utilize the laboratory on a selective basis.

Skills Practice: Undergraduate students who wish to practice certain nursing skills and
procedures may do so in a Skills Laboratory adjoining the Media Center. The laboratory
contains typical clinical equipment which enables students to simulate direct care situa-
tions. A Skills Laboratory Committee of faculty members with student representation
prepares skill guides to assist the student using the laboratory; an R.N. laboratory assistant
is available to provide guidance to students on a part-time basis.

Both the Instructional Media Laboratory and the Skills Laboratory are open during
early evening hours and on Saturdays.

Croup Instruction: Classroom instruction at the School of Nursing is supported
through a variety of Media services. Movie projectors, overhead projectors, audio tape
recorders and other equipment are available for use in classes or seminars. A library of film
and other media catalogs is maintained to help faculty locate desired films, tapes and other
resources. Materials for, and assistance in the production of slides and overhead projector
transparencies are available to faculty members who wish to make use of those tech-
niques.

The school also has a closed circuit black-and-white television studio where live or
taped programs can be produced. A portable videotape system and production assistance
is available for faculty and students who wish to videotape projects on their own.

CENTER FOR RESEARCH AND EVALUATION

As nursing moves forward in the establishment of its own theoretical base and
explores it relationship to other human services, research, formerly given only token
recognition, has assumed new dimensions. The School of Nursing provides introductory
courses in research methodology for undergraduate students and more advanced offerings
for graduate students. The faculty of the Center for Research and Evaluation, in addition to
teaching, are available to assist faculty and graduate students with research design,
sampling procedures, techniques of measurement, data collection and analysis as well as
preparation of reports and proposals. A specialist in educational evaluation, who joined

the center faculty in 1976, provides leadership in evaluation of curricula and other areas.
The School of Nursing has a small Statistical Laboratory where instruction is available to
faculty and students. Computer service facilities on both the Baltimore and College Park
campuses also are utilized extensively.

School of Nursing faculty participate in a regional research consortium and graduate
students from a three-state area meet annually for informal presentations of their research
projects. Undergraduate and graduate faculty and interested students share membership in
a Research Committee of the School of Nursing. Research of a multidisciplinary nature is
increasingly possible as nursing and other health disciplines have identified common
problems. The school schedules two "Research Days" during the academic year to
highlight such activities as part of its faculty development program.

ALTERNATE CURRICULUM TIMING (ACT) PROGRAM

The school provides a program of studies to meet the needs of undergraduate students
whose life experiences preclude them from successfully completing the upper division
course work of the nursing major in the usual two academic years. Students enrolling in
this program will have academic and personal support services, as well as increased
faculty contact needed to promote their growth and successful completion of the program.

Students admitted to the junior class who are desirous of utilizing this option should
notify the Office of the Assistant Dean for Admissions and Progression, School of Nursing,
UMAB Campus.

CLINICAL PRACTICE FIELDS

Clinical practice fields for the baccalaureate program are provided through arrange-
ments with a wide variety of hospitals and other health agencies. All clinical course work
is under the direct supervision of the School of Nursing faculty whether it takes place at the
University of Maryland Hospital, the Mercy Hospital Clinical Center, the Walter Reed
General Hospital or at any of the other hospital or community facilities used for instruction
of nursing students.

The selection and use of clinical facilities by the faculty of the School of Nursing is
subject to change in line with needs of students and objectives of the curriculum.

FINANCIAL
INFORMATION

FINANCIAL INFORMATION

FEES

EXPENSES

FINANCIAL AID

UNDERGRADUATE PROGRAM**

Applicants and students are directed to review the fees and charges section of the general

catalog originating at the campus of their choice. The information given below is minimal

and reflects fees and other expenses for the 1976-77 academic year.

UNIVERSITY OF MARYLAND COLLEGE PARK

LOWER DIVISION— Freshman-Sophomore (full-time)— School of Nursing

Fall Spring

In-State Semester Semester TOTAL

*Fixed Charges and 389.00 389.00 778.00

Mandatory Fees

Board (Full-1 9 meals per week) 380.00 380.00 760.00

Dormitory 388.00 388.00 776.00

$1,157.00

$2,314.00

Out-of-State

* Fixed Charges and

$1,084.00

$2,168.00

Mandatory Fees

Board (Full-1 9 meals per week)

380.00

760.00

Dormitory

438.00

876.00

$1,902.00 $1,902.00 $3,804.00

♦Mandatory fees include the following: instructional materials, athletics, student activi-
ties, recreational facilities, auxiliary facilities and health fee.

UNIVERSITY OF MARYLAND BALTIMORE COUNTY
Full-time Undergraduate

Fall Spring

In-State Semester Semester TOTAL

*Fixed Charges and $379.00 $379.00 $758.00

Mandatory Fees
Board — 19 meal plan
14 meal plan
Dormitory
Out-of-State
*Fixed Charges and

Mandatory Fees
Board — 19 meal plan
14 meal plan
Dormitory

CREDIT HOUR FEE FOR PART-TIME UNDERGRADUATES

(8 semester hours or less) — each credit — $34.00

*Mandatory Fees include the following: instructional materials, athletics, student activi-
ties, recreational facilities, and auxiliary facilities.
**Graduate students are referred to page 51 of this bulletin.

375.00

750.00

350.00

700.00

372.00

744.00

$1,074.00

$2,148.00

375.00

758.00

350.00

700.00

422.00

844.00

UNIVERSITY OF MARYLAND EASTERN SHORE
Full-time Undergraduate

In-State

*Fixed Charges and
Mandatory Fees

Board

Dormitory

Out-of-State

*Fixed Charges and
Mandatory Fees

Board

Dormitory

Fall
Semester

$250.00

365.00
270.00

$695.00

365.00
300.00

Spring
Semester

$250.00

365.00

270.00

$695.00

365.00
300.00

TOTAL

$500.00

730.00
540.00

$1,390.00

730.00
600.00

*Mandatory fees include the following: Athletics, Student Activities and Student Union.

UNIVERSITY OF MARYLAND AT BALTIMORE

UPPER DIVISION— Junior-Senior (full-time) School of Nursing

In-State

Fall
Semester

Spring
Semester

TOTAL

Matriculation (new students only)
""Tuition — Fixed Charges

In-State

Out-of-State
Instructional Resources Fee
Student Activities Fee
Student Health Fee
Supporting Facilities Fee
**Health Insurance (Blue Cross)

One Person

Two Persons

Family
Dormitory

Graduation Fee (Seniors)
Malpractice Insurance Fee
Late Registration Fee
Change Fee

$15.00

$310.00

620.00

1,025.00

2,050.00

20.00

40.00

5.00

10.00

5.00

10.00

30.00

60.00

65.88

131.76

131.06

270.12

177.54

355.08

399.50

679.00
15.00

12.50

25.00

20.00

5.00

(8 semester hours or

CREDIT HOUR FEE FOR PART-TIME UNDERGRADUATES

less) — each credit $34.00

*A $50.00 nonrefundable deposit is required at the time of the student's acceptance for
admission. The amount will be applied to the fall tuition fee.

**STUDENT HEALTH CARE PROGRAM— Health insurance is required of all full-time
students. Students with equivalent insurance coverage must provide proof of such cover-
age at the time of registration and obtain a hospital insurance waiver. Rates are subject to
change.

Registration Fee: All students are expected to complete registration, including the
filing of class cards and payment of bills, on the regularly scheduled registration days.
Those who do not complete registration during the prescribed days must pay a late
registration fee of $20.00. ,

Students on the Baltimore campus including those at the Mercy Hospital Clinical
Center and at the Walter Reed Army Institute of Nursing receive registration instructions
from the Office of the Registrar.

Explanation of Fees: The application fee for the undergraduate colleges and the
summer session partially defrays the cost of processing applications for admission to the
university. If a student enrolls for the term for which he applied, the fee is accepted in lieu
of the matriculation fee.

Fixed Charges Fee is charged to help defray the cost of operating the university's
programs.

Instructional Resources Fee represents a charge for instructional materials and/or
laboratory supplies furnished for and to students.

Student Activities Fee is collected by the university and used at the discretion of the
various student government associations to provide financial support for recreational,
social and professional activities.

Student Health Fee is charged to help defray the cost of providing a Student Health
Service. This service includes routine examinations and emergency care. Blue Cross or
other acceptable medical insurance is required in addition to the student health.

Supporting Facilities Fee is payable by all students on the University of Maryland at
Baltimore campus and is used to support the auxiliary facilities and service provided for
the convenience of all students.

Diploma Fee is charged to help defray costs involved with graduation and com-
mencement.

Malpractice Insurance Fee is charged at registration and is applicable to all under-
graduate nursing students.

Additional expenses include the purchase of uniforms (approximate cost — $100.00)
and the recommended purchase of a stethoscope at approximately $25.00.

No diploma, certificate, or transcript will be issued to a student until all financial
obligations to the university have been satisfied.

The university reserves the right to make such changes in fees and other charges as
may be necessary.

FINANCIAL AID OVERVIEW

Financial aid in the form of scholarships, grants, loans, and work-programs is awarded
to women and men students and is based upon apparent academic ability and financial
need. Applicants must complete a financial aid application annually in the spring preced-
ing the academic year for which aid is sought. By completing one application, the
applicant will be considered for all types of aid available through the school. Separate
applications must be completed to be considered for funding from sources outside the
school. Because of limitations in available funds, preference is given to full-time students.

Recipients of financial aid are expected to make satisfactory progress toward attain-
ment of a degree and to abide by all academic and nonacademic regulations of the
university. Baccalaureate students in the School of Nursing must have a minimum of a 2.0
average the semester prior to applying for aid; graduate students must meet academic
requirements of the Graduate School. In the case of new students, applicants must have
been accepted for admission to the university before the financial aid application will be
reviewed.

Each of the university's campuses has established its own financial aid application
filing deadline. Students should make early contact with the aid office on the appropriate
campus to insure they are able to comply with filing dates for completed aid applications.
Requests for information about, and applications for, financial aid should be addressed to
the office on the appropriate campus:

Student Aid Officer

University of Maryland at Baltimore

610 W. Lombard St.

Baltimore, Md. 21201

Director of Student Aid

University of Maryland

College Park, Md. 20742

Director of Financial Aid

University of Maryland Baltimore County

5401 Wilkens Ave.

Baltimore, Md. 21228

Director of Student Financial Aid

University of Maryland — Eastern Shore

Princess Anne, Md. 21853

SOURCES OF AID— BACCALAUREATE STUDENTS

University Sources

State Grant — Grants for minority and disadvantaged students who are residents of
Maryland

Dean's Scholarship — Grants for minority and disadvantaged students who need not
be residents of Maryland

Nurse Training Act Scholarships and Loans — Scholarships to a maximum of $2,000
annually and loans to a maximum of $2,500 annually. Loans are at three per cent
annual interest with principal and interest payments beginning nine months after
graduation; deferment and cancellation provisions are available.

College Work-Study — Support for students in career related employment both on and
off campus, during the academic year as well as the summer months.

Supplemental Educational Opportunity Grants — For students demonstrating excep-
tional need.

Private Endowment and Donations — Donations and bequests have established schol-
arship and loan accounts, each varying in eligibility, amounts, availability, and —
for loans — repayment terms.

Pi Chapter of Sigma Theta Tau, the national honor society for nursing, offers a $300
scholarship to a senior nursing student each year. Eligibility requirements are the
same as those established for membership in Sigma Theta Tau. Applications may
be obtained from the Office of Student Aid, Baltimore campus. The deadline for
application is September 15.

A limited number of public health traineeships for registered nurse students may be
available from the Public Health Special Purpose Traineeship Program, Depart-
ment of Health, Education and Welfare. In order to be eligible, a registered nurse
should be completing the final year of the baccalaureate program on a full-time
basis and plan to accept employment in public health nursing following gradua-
tion. Inquiries may be addressed to the Office of the Dean, University of
Maryland School of Nursing, 655 W. Lombard St., Baltimore, Md. 21201.

Non- University Sources

Walter Reed Army Institute of Nursing Program (WRAIN) — This plan has provided
opportunity for a selected group of young women and men to receive support for
the final two years of the baccalaureate program in nursing at the University of
Maryland. Students in this program complete the nursing major at WRAIN under
university faculty direction. Successful participants are commissioned into the
Army Nurse Corps and are obligated for three years of service following gradua-
tion. Further information is available from Headquarters U.S. Army Recruiting
Command, ATTN: USAR-CRM-M (Officers' Branch) Fort Sheridan, III. 60037.

Basic Educational Opportunity Grant — Awards for undergraduate students who have
not previously earned a baccalaureate degree; awards, based on financial need,
range from $200 to $1,400. Applications are available from any financial aid or
high school counseling office.
Maryland State Scholarship Board — Residents of Maryland may apply for aid through
each of the following programs:

House of Delegates Scholarships

Senatorial Scholarships

Professional Schools Scholarships

General State Scholarships
Further information may be obtained from the Maryland State Scholarship Board,
2100 Guilford Ave., Baltimore, Md. 21218.
Bank Loans — Students may obtain educational loans through private lending institu-
tions, such as banks or credit unions. In many cases, federal assistance in the
payment of the seven per cent interest can be obtained. As lenders have limited
funds for this program, students are encouraged to contact their lending institu-
tions at the earliest possible date.

The Maryland Higher Education Loan Corporation (MHELC) Program permits
graduates to borrow up to $2,000 annually, undergraduates may borrow up to
$1 ,500 annually. MHELC applications are available in the Student Aid Office.

SOURCES OF AID— GRADUATE STUDENTS

University Sources

Traineeships — Refer to information describing the Graduate Program, page

Nurse Training Act Scholarships and Loans — See "undergraduate" above.

College Work-Study — See "undergraduate" above.
Non-University Sources

Bank Loans — See description above.

STUDENT
LIFE

STUDENT LIFE

STUDENT DEVELOPMENT SERVICES: UNDERGRADUATE PROGRAM

Academic Counseling: Academic counseling is available for lower division generic
students on the College Park and Baltimore County campuses and by correspondence for
students at the University of Maryland Eastern Shore. The School of Nursing also maintains
a system of faculty counseling for registered nurse students whether enrolled on one of the
university campuses, in University College or at other colleges or universities. Registered
nurses are advised to write to the Office of the Dean, UMAB, concerning such services.

In Baltimore, guidance and academic counseling are provided by an assistant dean
for admissions and progression with the assistance of advisors. Personal counseling,
advisement on extracurricular activities, and financial aid information are provided by the
Coordinator for Student Development Services.

Health Insurance: Health insurance is required of all full-time professional school
students (nine or more semester hours) in addition to the student health fee. At the
University of Maryland at Baltimore, the Health Care Program consists of the following:
Blue Cross-Blue Shield Diagnostic and Major Medical coverage. Students with equivalent
insurance coverage must provide proof of such membership at the time of registration and
obtain a hospital waiver.

Health services are provided for School of Nursing students in Baltimore through the
Student Health Office in Howard Hall. Health and counseling services are also available
to students at the Walter Reed Army Institute of Nursing and at the Mercy Clinical Center.

Student Government Association: A Student Government Association is operated by
upper-division students in the School of Nursing at all centers. A central body, the SGA
Board, acts as a mediating and coordinating agent for the entire Student Government
Association.

Student Handbook: The school publishes a Student Handbook for undergraduate
students at the Baltimore and Mercy Centers. An appropriate modification is available to
students at the WRAIN Center.

LIVING ARRANGEMENTS

Freshman-Sophomore Years

Since facilities on all campuses are limited, assignments are based on the distance
from home to the campus, date of housing application, age and marital status of the
student, and availability of space. Specific housing information for the College Park
campus may be obtained from the Housing Office, University of Maryland, College Park,
Md. 20742. Additional information for the UMBC campus may be obtained from the
Student Life Office, UMBC, 5401 Wilkens Ave., Baltimore, Md. 21228. Information about
dormitories at the Eastern Shore campus may be obtained by writing to the Housing Office,
UMES, Princess Anne, Md. 21853.
Junior- Senior Years

Information and applications for living accommodations on the Baltimore campus
may be obtained from the Director of Housing, Baltimore Student Union, 621 W. Lombard
St., Baltimore, Md. 21 201 . Because of space limitations, resident and single undergraduate
women students have priority for accommodations in Parsons Hall. Male and female
students enrolled on the Baltimore campus may arrange for living accommodations in the
Baltimore Student Union. Board contracts are not available on the Baltimore campus;
meals may be purchased on an individual basis in the Baltimore Student Union or
University of Maryland Hospital cafeterias.

Students receiving support through the WRAIN program are provided housing accom-
modations at Delano Hall at the Walter Reed Army Medical Center. Students admitted to

the Mercy Clinical Center may obtain information and application for living accommoda-
tions from the Residence Director, 107 E. Pleasant St., Baltimore, Md. 21202.

Off-Campus Housing: Off-campus housing information is available through the
housing office.

STUDENT DEVELOPMENT SERVICES: UNDERGRADUATE AND GRAD-
UATE PROGRAMS

NATIONAL HONOR SOCIETY OF NURSING

Sigma Theta Tau, founded in 1922, is the national honor society of nursing; Pi
Chapter was established at the University of Maryland in 1959. The purposes of Sigma
Theta Tau are to recognize superior scholarship achievement, encourage and support
research activities, and strengthen commitment to the ideas and purposes of the nursing
profession.

Candidates for membership are selected from the basic baccalaureate, the registered
nurse, and the graduate students in nursing as well as outstanding nurses from the
community. Selection is based on scholastic achievement, leadership qualities, creativity,
professional standards and commitment.

WHO'S WHO AMONG STUDENTS IN AMERICAN UNIVERSITIES AND
COLLEGES

Membership in this organization is open to juniors, seniors and graduate students in
the School of Nursing. Both students and faculty participate in the nomination and
selection of members on the basis of the following criteria:

1 . scholarship ability;

2. participation and leadership in academic and extracurricular activities;

3. citizenship and service to the school;

4. potential for future achievement.

OTHER AWARDS

UNDERGRADUATE
PROGRAM

UNDERGRADUATE PROGRAM

UNDERGRADUATE PROGRAM OVERVIEW

The program in professional nursing, leading to the degree of Bachelor of Science in
Nursing, is available to women and men who have established eligibility for admission to
the university. The first two years of preprofessional study are spent on the College Park,
the Baltimore County, the Eastern Shore campuses or in other institutions of higher
education. On these campuses, the student pursues a program geared to providing
fundamentals of a liberal education plus subjects which are supportive to the study of
nursing. The junior and senior years are devoted to completing the nursing major, related
courses and electives on the Baltimore campus, at the Mercy Clinical Center in Baltimore,
or in the case of WRAIN participants, at the Walter Reed Army Medical Center in
Washington, D.C.

Registered nurses who desire to bring their previous preparation for nursing in line
with requirements for the baccalaureate degree are encouraged to establish eligibility for
admission. Credits previously earned at an accredited two- or four-year college or
university are assessed according to University of Maryland and School of Nursing policies
governing transfer; opportunity to establish credit for certain foundational and nursing
courses is provided. (See page 34 for Registered Nurse Program).

OBJECTIVES OF THE UNDERGRADUATE PROGRAM

The baccalaureate graduate of the University of Maryland School of Nursing is
committed to the total well-being of an individual and demonstrates a respect for the
dignity, worth, autonomy and uniqueness of people. In ambulatory, inpatient and commu-
nity settings, the graduate will assist the individual and selected small groups at any point
on the health continuum to attain and/or maintain their maximum level of health.

More specifically, the graduate is able to assess clients and to identify nursing
problems utilizing appropriate resources to provide effective professional nursing care in a
variety of settings. The baccalaureate program fosters purposeful self-direction; implemen-
tation of nursing care is based upon nursing knowledge and skill, analytical thinking and
discriminative judgments. As a result of the educative process, and following an appropri-
ate orientation to a nursing care setting, the graduate is able to assume beginning
leadership in the practice of nursing. Awareness of nursing's impact on improvement of
health care services to people gives impetus to the graduate's continuing search for
knowledge which supports practice.

To achieve these ends, the graduate will:

1 . synthesize selected concepts from the affective, cognitive, and psychomotor
domains in formulating a philosophy of nursing;

2. use affective, cognitive, and psychomotor behaviors in applying the nursing
process to individuals and small groups;

3. demonstrate personal and professional growth with increasing self-direction;

4. demonstrate leadership in own nursing practice;

5. demonstrate responsible organizational behaviors in meeting professional
goals within health care agencies;

6. collaborate in the assessment of and planning for meeting the health care
needs of individuals and small groups;

7. improve own nursing practice through the evaluation and application of
selected research.

ADMISSION TO LOWER DIVISION

High School Preparation

Students should enroll in the college preparatory program in high school. The
following subjects are specifically recommended by the School of Nursing in addition to
other academic subjects generally required for high school graduation:

Mathematics (college preparatory) 3 units

Biology 1 unit

Chemistry 1 unit

APPLICATION PROCEDURE

Freshman-Sophomore Program — UMCP, UMBC, UMES

(Lower Division — Preprofessional Program)

Prospective students may secure application forms by writing to the director of
admissions at the campus of their choice. Application forms are not available from the
School of Nursing office in Baltimore. Foreign students who are applying to the lower
division should contact the appropriate foreign student officers on the particular campus of
their choice.

ADVANCED PLACEMENT

Students entering the university from high school may obtain advanced placement
and college credit on the basis of their performance on the College Board Advanced
Placement examinations. These examinations are normally given to eligible high school
seniors during the May preceding matriculation in college.

Questions about the program may be addressed to the Director of Admissions and
Registrations, College Park, UMBC, or Eastern Shore campus. For detailed information
about examinations and procedures in taking them, write to Director of Advanced
Placement Program, College Entrance Examination Board, 475 Riverside Drive, New York,
N.Y. 10027.

CURRICULUM

Freshman-Sophomore Program: Lower Division

Prior to fall matriculation at UMAB as a junior, all students must have completed the
following lower division requirements of the School of Nursing.

Lower Division Requirements Credits

English Composition 3

Human Anatomy and Physiology (C or better grade) 6-8

Microbiology (C or better grade) 3-4

Chemistry including laboratory (C or better grade) 6-8

*Social Sciences 12

♦♦Humanities 15
Nutrition (presently recommended; required for

incoming juniors, fall 1 978, and thereafter) 3

Electives 6-10

Minimum of 59 credits

Social sciences include sociology, psychology, political science, economics, geog-
raphy, anthropology. Humanities include literature, history, philosophy, foreign lan-
guages, mathematics, fine arts. In addition, the School of Nursing has established the
following policies:

1 . Foreign Language — Humanities credit will be given for the first semester elemen-
tary course in a language (i.e., FREN 101, ITAL 101, etc.) only if additional credit is

earned in that language. However, the first course can be used for elective credit
even if no additional credit in that language is earned.

2. Fine Arts — Humanities credit will be given for one "studio" course in the fine arts
(i.e., class in piano, painting, etc.) only if credit in the appropriate survey course is
also earned (music literature, history of art, etc.).

3. Social, physical and natural science courses taken 10 years prior to student's
admission date will not be accepted (effective 1977/1978).

4. OTHER POLICIES RELATED TO ADMISSION CRITERIA AND THE ASSESSMENT
OF LOWER DIVISION CREDITS FOR ADMISSION PURPOSES ARE AVAILABLE
BY WRITING THE OFFICE OF THE ASSISTANT DEAN FOR ADMISSIONS AND
PROGRESSION.

* Must include at least one course in sociology and one course in psychology.
** Must include courses selected from at least three disciplines within the humanities
areas.

ESTABLISHING CREDIT BY EXAMINATION

No more than half of the 120 applicable credits required for graduation can be earned
by examination.

Lower Division — Departmental Examinations: Many two- and four-year colleges and
universities provide an opportunity for students to take examinations for credit, provided
the student has had some instruction and experience in the content of the course under
consideration. Arrangements are made by students with the appropriate departments in the
college in which they are matriculated on a full- or part-time basis. The School of Nursing
will accept the credit earned by examination provided the course name and number,
grade, and credits earned are on the transcript.

Lower Division — CLEP: It is possible to earn credit by examination through the
College Level Examination Program of the College Entrance Examination Board. The
School of Nursing recognizes selected CLEP exam results for credit provided the student
earns a grade determined acceptable. CONSULT THE OFFICE OF THE ASSISTANT DEAN
FOR ADMISSIONS AND PROGRESSIONS FOR INFORMATION RELATING TO THIS
MATTER. (Registered nurse students see pages 34 and 35 for Challenge Examinations in
junior year courses).

JUNIOR-SENIOR PROGRAM: UPPER DIVISION

Advancement or transfer to the upper division program in the School of Nursing is
limited to the number of students that can be accommodated, and selection must be made
from applicants who are judged to have the most potential for completing the professional
program. Testing variables determined by the school's admissions committee may be
included in the admission criteria. Academic performance in preprofessional courses is an
important factor. A grade of C or higher in Human Anatomy and Physiology and Microbi-
ology is required of all students. It is important that students who enroll in the freshman
and sophomore years in preparing for nursing recognize that although every effort is made
to continue to expand the enrollment of the professional program on the Baltimore
campus, there is no way in which students can be guaranteed admission to the junior and
senior years of the professional program.

APPLICATIONS FOR ADMISSIONS TO EITHER THE UMAB CAMPUS OR THE
MERCY CLINICAL CENTER FOR JUNIOR-SENIOR STUDY MUST BE FILED BEFORE
FEBRUARY 1 FOR THE FALL SEMESTER. Applications should be sent to the Office of
Admissions and Registrations, Howard Hall, Room 123, University of Maryland, Balti-
more, Md. 21201 . Applicants for the junior class will be selected from among those who
have successfully completed a minimum of 44 applicable credits of lower division study
by February 1. Also, applicants must have met all academic and health requirements
established by the School of Nursing and/or the University of Maryland.

Applicants to the upper division program for fall 1977 and thereafter must have
successfully completed 44 semester hours of applicable credits including eight semester
hours of required chemistry, anatomy and physiology, or microbiology by the application
deadline.

Effective in 1978 the 44 credits must be distributed as follows:
English — 3 credits

Natural Science (required) — 8 credits
Social Science — 6 credits
Humanities — 6 credits
The admissions committee will not review any application that is deficient in these areas.
Nonrefundable Deposit: A fifty dollar ($50.00) nonrefundable deposit will be re-
quired of all persons admitted to the School of Nursing in 1977 (WRAIN exclusive). (The
deposit will be paid at the time the applicant returns his letter of acceptance to the school
and will be applied to his fall tuition).

ALL APPLICANTS ARE REMINDED THAT COMPLETION OF PREPROFESSIONAL
COURSE REQUIREMENTS DOES NOT AUTOMATICALLY ASSURE ADMISSION TO THE
PROFESSIONAL PROGRAM IN NURSING BECAUSE ENROLLMENT MUST BE LIMITED.

UNIQUE FEATURES OF THE CURRICULUM: UPPER DIVISION

The junior-senior years of the nursing curriculum are offered at UMAB and two
satellite centers: Walter Reed Army Institute of Nursing, Washington, D.C., and the Mercy
Clinical Center in Baltimore. Each center uses the same integrated curriculum design. The
integrated approach requires that students be taught by a team of teachers; the teams are
composed of faculty members who have specialized knowledge in the areas of maternal-
child, psychiatric-community mental health, medical-surgical, and community health
nursing. Students are given the opportunity to evaluate the curriculum.

The curriculum focuses on cognitive skills such as problem-solving, critical thinking,
making nursing judgments, interpersonal skills as well as technical skills. Indeed, the
curriculum is best described as one in which emphasis is given to the psychosocial needs
of man without negating the importance of his physical and spiritual needs.

A typical plan of study for the upper division (nursing major) at UMAB, WRAIN or
Mercy Clinical Center follows:

JUNIOR YEAR

Fall Semester Credits

*NURS 314 Concepts of Nursing I 9

NURS 318 Health Elective 3

*NURS 316 Human Growth and Development 3

TOTAL ~~ ]~5~

Winter Session Credits

*NURS 317 Deviations in Human Growth and Development 2

*NURS 320 Introduction to the Administration of Medications 1

TOTAL 3

Spring Semester Credits

*NURS 315 Concepts of Nursing II 9

*NURS 310 Pathophysiology and its Pharmacological Implications 4

NURS 321 Introduction to Organizational Behavior 3

TOTAL 1 6

*These courses may be challenged by R.N. students after being admitted to the upper
division.

SENIOR YEAR

Fall Semester Credits

NURS 324-325 Concepts of Nursing III A or B 9

NURS 322 Nursing in Society 3

NURS 410 Survey of Research and Statistics 3

TOTAL ~ lT~

Winter Session Credits

NURS 326 Clinical Nursing Elective 3

TOTAL ~T~

Spring Semester Credits

NURS 324-325 Concepts of Nursing III A or B 9

NURS 418 Health Elective 2-3

TOTAL 11-12

Policies Regarding Nursing Concepts Courses:

The major nursing concept courses, i.e., NURS 314, 315, 324, 325, 334, and 335,
must be taken within the University of Maryland School of Nursing. This policy does not
negate the opportunity for R.N. students to challenge the junior year nursing courses.

Students are assigned to teams of instructors in the major nursing concepts courses. In
each course, all students will be working to achieve the same course objectives. However,
the teaching-learning methods used by individual teams may vary. The clinical placement
for students may also vary.

REGISTERED NURSE PROGRAM

Graduates of diploma and associate degree nursing programs have an opportunity to
apply for study toward the bachelor of science degree in the School of Nursing. The
preprofessional lower division courses required by the school may be completed through
enrollment in day or evening classes on one of the campuses of the University of Maryland
or in another institution of higher education.

Registered nurses interested in completing requirements for a degree should address
their initial inquiries to the Office of the Assistant Dean for Admissions, University of
Maryland School of Nursing, 655 W. Lombard St., Baltimore, Md. 21201. After prelimi-
nary assessment of previous academic preparation, the registered nurse applicant will be
assigned an advisor. Students are urged to confer with the advisor to assure proper
selection and sequence of course requirements.

Establishing credit by examination: After admission to the School of Nursing, regis-
tered nurses must establish advanced placement by taking examinations for credit in:

Credits

Pathophysiology — Pharmacology Implications 4

Concepts of Nursing I 9

Concepts of Nursing II 9

Human Growth and Development 3

Deviations in Human Growth and Development 2

Introduction to the Administration of Medications 1

*A minimum grade of "C" is required on each Challenge Examination for Concepts of
Nursing courses and Introduction to Administration of Medications.

NURS

310

*NURS

314

*NURS

315

NURS

316

NURS

317

*NURS

320

Applications for advancement or transfer to the Baltimore campus: these must be filed
on the Baltimore campus by February 1 for the fall semester. The nature of the curriculum
dictates that students, both basic and registered nurse, may enter the junior year in the fall
semester only. In all cases, admission to the Baltimore campus must be restricted to those
who can be accommodated by existing clinical facilities and nursing faculty.

Curriculum: the undergraduate program of study for R.N. students who have met the
requirements for the preprofessional courses and have established credit through satisfac-
tory completion of challenge examinations follows:

SENIOR YEAR

Fall Semester Credits
NURS 334 Concepts of Nursing IV A 9

NURS 321 Introduction to Organizational Behavior 3

NURS 410 Survey of Research and Statistics 3

TOTAL 1 5

Winter Session Credits

NURS 326 Clinical Nursing Elective 3

or —

NURS 348 Seminar, Workshop TOTAL 3

Spring Semester Credits

NURS 335 Concepts of Nursing IV B 9

NURS 418 Health Elective 3

NURS 322 Nursing in Society 3

TOTAL ~~ 15

The faculty reserve the right to make curriculum modifications providing the program
to which the student was admitted is not extended in length.

Part-time Study: Part-time study is available to registered nurses who are admitted to
the School of Nursing; part-time students are expected to complete the program in three
academic years. Enrollment in certain courses may be limited depending upon demand.
Further information may be obtained from the assistant dean for admissions and progres-
sion in the School of Nursing.

Outreach Nursing Program: During the 1975-76 academic year, an off-campus
degree completion program for "community-bound" R.N.'s was established in Western
Maryland and on the Eastern Shore. This program enables registered nurses to complete all
requirements for the baccalaureate degree in nursing through enrollment on a part-time
basis in regional centers. Requirements for achieving senior year status are the same as on
the Baltimore campus; the usual senior year curriculum which involves 33 earned credits
is arranged over a three-year time span. Inquiries should be addressed to the Director of
the Outreach Program, School of Nursing, Baltimore campus.

ACADEMIC REQUIREMENTS APPLICABLE TO THE NURSING MAJOR

JUNIOR/SENIOR PROGRAM

Students enrolled in the professional program in nursing may obtain information
regarding academic regulations from their professors and/or the assistant dean for admis-
sions and progression. The following paragraphs contain both general and academic
regulations of the School of Nursing.

GRADE POINT AVERAGE

The academic average of a student is recorded in terms of the following symbols and
numerical values: A = 4 points, B = 3 points, C = 2 points, D = 1 point, F = 0 points, I
(Incomplete) = 0 points. Students are responsible for assessing their academic progress;
students should assess their grade point average each semester.

The following example illustrates the method to be followed: to obtain the total
quality points for a course, multiply the number of credits for the course attempted by the
numerical value (points) of the grade for the course. Do this for each course attempted.
Total the number of credit hours attempted and the number of quality points received.
Divide the total quality points by the total credits attempted. This yields the grade point
average for the semester.
Example: (A typical fall semester for a junior student)

NURS 314 (9 cr) B = 27 QP
NURS 316 (3 cr) B = 9 QP
NURS 318 (3 cr) C = 6 QP

15 cr 42 QP

42 -=- 15 = 2.800 — grade point average

CUMULATIVE GRADE POINT AVERAGE

The cumulative grade point average is computed in a similar manner by including all
applicable courses attempted for the baccalaureate degree in nursing. Where possible,
credit established by examination is included in the grade point average. Physical educa-
tion and courses failed in the first semester of the freshman year are not counted in
computing the grade point average.

Students are expected to maintain at least a 2.0 cumulative grade point average. The
progress of students who fall below the 2.0 grade point average is considered unsatisfac-
tory and continuance in the program is subject to review by the Committee on Academic
Progression of Undergraduate Students.

Those students who earn a 1.95 or lower cumulative G.P.A. are academically
dismissed from the school. Students whose achievement falls between a G.P.A. of 1 .96 to
1 .99 are placed on academic probation; probationary status will not be permitted for more
than two successive semesters.

A grade below a "C" in any clinical nursing course requires repeating the course the
next time it is offered and earning a grade of "C" or better; both attempts are computed in
the grade point average. A student who receives a grade lower than a "C" in either the
theory or clinical portion of a clinical nursing course which is requisite to the next clinical
nursing course cannot register for the next course in the nursing sequence; the student is
on academic probation until the clinical nursing course in which the grade of "D" or "F"
was received is satisfactorily completed. Academic dismissal occurs upon earning two
"Ds" in clinical nursing courses.

Students who have done work of acceptable quality in their completed assignments
but who, because of extenuating circumstances, have been unable to complete all course
requirements may be given an Incomplete grade. This grade cannot be carried over into
the next succeeding semester. When all course requirements have been met, faculty will
replace the Incomplete with the final grade earned in the course.

WITHDRAWAL

The School of Nursing reserves the right to request the withdrawal of students who do
not maintain the required standing of scholarship, or whose continuance in the school
would be detrimental to their health, or to the health of others, or whose conduct is not
satisfactory to the authorities of the school. It is a general expectation that students will

abide by rules and regulations established by the university. Violation of university
regulations may result in disciplinary measures being imposed.

PROGRAM COMPLETION— Minimum Criteria for Graduation

The Bachelor of Science in Nursing degree is granted on recommendation of the
faculty in nursing, upon completion of university and school requirements, and a mini-
mum of 1 20 semester hours of applicable course work with at least a 2.0 cumulative grade
point average in all course work completed.

TRANSCRIPT OF RECORDS

All financial obligations to the university must be satisfied before a transcript of a
student's record will be furnished any student or alumnus. There is a charge of $2.00 for
each transcript. Checks should be made payable to the University of Maryland. Transcripts
of records should be requested at least two weeks in advance of the date desired. They
may be obtained by writing to the Office of the Registrar, University of Maryland, 660 W.
Redwood St., Baltimore, Md. 21201.

ELIGIBILITY FOR STATE LICENSURE

EMPLOYMENT OPPORTUNITIES

Baccalaureate graduates of the University of Maryland School of Nursing have many
career opportunities available to them. Graduates may choose to practice nursing in a
hospital or outpatient clinic, an extended care facility, or a variety of community agencies
including schools, industries, physicians' offices. In addition, the registered nurse who has
a baccalaureate degree may choose a career in civil service, the military, or the Veteran's
Administration. A survey of 1975 graduates indicated that 98 per cent were employed;
nonemployment was related to personal reasons. Salaries for new graduates ranged from
$10,000 to $12,000. The graduate who earns a baccalaureate degree as a registered nurse
typically is paid at a higher rate because of prior experience in nursing.

COURSE DESCRIPTIONS

BACCALAUREATE PROGRAM Upper Division (Junior-Senior) Curriculum

NURS 31 0 PATHOPHYSIOLOGY AND ITS PHARMACOLOGICAL IMPLICATIONS (4)

Spring Semester, junior year. This four-credit lecture, nonlaboratory course is designed for
students having prerequisite course work in human anatomy and physiology. Disease is
presented as an alteration of form, structure of function, often not visible until it affects
organ or organism function. Pharmacological interventions, emphasizing properties, ac-
tions, therapeutic uses and adverse effects of drugs upon the system are presented
concurrently as diseases are described.

NURS 314 CONCEPTS OF NURSING I (9) Fall semester, junior year. The focus of the
course is on man as a behavioral system, the concept of health and the role of professional
nursing in helping clients maintain and/or promote health. Emphasis is placed on the
assessment component of the nursing process. Clinical laboratory experiences will be
primarily in communitybased settings.

NURS 315 CONCEPTS OF NURSING ll(9) Spring semester, junior year. Prerequisites,
NURS 314, NURS 316, NURS 317, NURS 320. A study of adults and children who are
experiencing biopsychosocial disruptions which are long-term and relatively stable, with a
focus on nursing interventions which assist the clients to move toward optimum level of
functioning. The mutual interaction between family and client is explored. Laboratory
experience will include inpatient and community-based settings. (If NURS 320 is not taken
in the winter session preceding NURS 315, the student must pass a mastery test related to
dosage calculations within the first two weeks of the course).

NURS 316 HUMAN GROWTH AND DEVELOPMENT (3) Fall semester, junior year.
Prerequisites, Sociology, Psychology, Anatomy and Physiology. Concepts from the biolog-
ical and behavioral sciences are used to give the student a framework from which to view
an individual from conception to late adulthood with his unique heredity, rates of growth
and development and individual experiences that shape his relations to his world.

NURS 317 DEVIATIONS IN HUMAN GROWTH AND DEVELOPMENT (2) Winter
session, junior year. Prerequisite NURS 316. Knowledge of normal growth and develop-
ment as requisite, this course focuses on deviations in development which are disruptive to
optimal growth. Specific deviations include learning disabilities, and mental retardation.
Provision for clinical application of learning is an integral part of Concepts of Nursing II
since students interact with clients exhibiting deviations in their developmental patterns.

*NURS 318 SPECIAL TOPICS— ELECTIVES IN HEALTH-RELATED COURSES (3) Fall,
semester, junior year. Designed to provide course offerings in current health-related topics
which include Communication Skills in Health Education, Nutrition for Health Personnel,
Sex Education, Death Education, and Principles of Cross-Cultural Nursing.

NURS 320 INTRODUCTION TO THE ADMINISTRATION OF MEDICATIONS (1) Jun-
ior year, winter session. An introduction to the theory and practice of medication adminis-
tration. Professional and legal responsibilities as well as various modes of medication
administration will be explored. Participant-observer experiences will be provided.

NURS 321 INTRODUCTION TO ORGANIZATIONAL BEHAVIOR (3) Fall, spring se-
mesters, junior year. This course focuses on the social and and psychological processes of
organizations in modern society. The course provides a foundation which contributes to
the student's ability to demonstrate responsible organizational behavior in meeting profes-
sional goals within health care agencies.

NURS 322 NURSING IN SOCIETY (3) Fall, spring semesters, senior year. This course
provides an opportunity for students to study the multiple factors which have contributed
to the emergence of professional nursing. The profession is studied in relation to and as an
integral part of the changes in our society. Significant issues confronting the profession are
identified. Upon completion of this course the student should demonstrate a better
understanding of the profession of nursing in its present state of growth, an awareness of its
potential and direction, and cognizance of each nurse's own responsibility in its develop-
ment.

NURS 324 CONCEPTS OF NURSING III A (9) Fall, spring semesters, senior year.
Prerequisites, NURS 31 5, NURS 320, NURS 31 0, NURS 321 . The focus of this course is on
clients experiencing biopsychosocial disruptions who are hospitalized and experiencing
more intense stress states. All components of the nursing process are utilized with the

client. Community data are viewed as inputs to the family system. Organizational and
group behaviors are related to the health team in inpatient settings.

NURS 325 CONCEPTS OF NURSING III B (9) Fall, spring semesters, senior year.
Prerequisites, NURS 31 5, NURS 320, NURS 310, NURS 321 . The focus of this course is on
clients experiencing identified biopsychosocial disruptions with emphasis on clients
experiencing varying stress states who are maintained through ambulatory services and
community — based agencies. All components of the nursing process are utilized. Student
interventions include the assessment of the family and intervention with one or more
family members. Organization and group behaviors are applied in a peer group experi-
ence with nursing students.

NURS 334 CONCEPTS OF NURSING IV A (9) Fall semester, senior year. This course is
designed to assist the registered nurse student to synthesize previous knowledge with
advanced theoretical concepts in relation to man, his primary groups and his environment.
Emphasis will be placed on the application of concepts of systems theory, health, stress,
communication, family and group theory to nursing process. Specific clinical experiences
are provided with clients experiencing varying stress states.

NURS 335 CONCEPTS OF NURSING IV B(9) Spring semester, senior year. Prerequi-
sites, Nurs. 321, Nurs410, NURS 334. This course is designed to assist the registered nurse
student to synthesize previous knowledge with advanced theoretical concepts in relation
to man, his primary groups, and his environment. Emphasis will be placed on the
application of concepts of crisis, decision making, planned change, teaching/learning,
family and community. Specific clinical experiences are provided with clients experienc-
ing varying stress states.

NURS 326 CLINICAL NURSING ELECTIVE (3) Senior year. Prerequisite, NURS 324,
NURS 325, NURS 334, or NURS 335. Designed to offer the student an opportunity to
select and study an area of particular interest in clinical nursing. Distributive and episodic
nursing practice settings serve as clinical laboratories for learning. Senior students may
elect to take NURS 326 off-campus under faculty mentorship.

NURS 348 ELECTIVES, WORKSHOPS, SEMINARS, AND INSTITUTES (1-6) Designed
to provide participation in workshops, institutes and seminars in various aspects of
nursing. Faculty reserve the right to place a limit on the number of credits a student may
take in workshops, institutes and seminar study.

NURS 410 SURVEY OF RESEARCH AND STATISTICS (3) Fall, spring semesters, senior
year. In the context of the total research process, the basic elements of research, including
defining the research question, literature search, sampling research design, measurement
and data gathering, statistical analysis, and interpretation of results are presented and their
interdependence stressed. Inferential statistics include chi square, ordinal data methods,
correlation, multiple regression, t test, F test, analysis of variance (one way and factorial),
and analysis of covariance. Application and interpretation rather than theory or mathemat-
ical derivation are emphasized. Evaluation of measurement tools in terms of item analysis,
reliability, and validity is presented. Student research teams critique a research project
report in the literature and develop a research proposal which includes a pilot test of the
proposed study. Prerequisite: senior standing or consent of instructor.

*NURS 418 SPECIAL TOPICS— ELECTIVES IN HEALTH-RELATED COURSES (3) Fall,
spring semesters, senior year. Designed to provide course offerings, in current health-
related topics which include: Issues in Health Services Organizations, Alcohol and Drug
Abuse, Community Nutrition, Intimate Behavior, and Law and Health. An independent
study component is part of the design for each offering. Students also have the opportunity
to elect independent study for three credits under the direction of a faculty member. *A
limit of three credits in a NURS 318 offering and in a NURS 418 offering is acceptable
toward the total of 120 credit matriculation for completion of degree requirements.

GRADUATE
PROGRAM

GRADUATE PROGRAM*

AREAS OF CONCENTRATION (Majors)

CLINICAL

Child Psychiatric Nursing

Community Health Nursing

General Psychiatric Nursing

Maternal and Child Health Nursing

Medical-Surgical Nursing

Primary Care Nursing
ROLE

Administration of Nursing Education

Administration of Nursing Service

Teaching of Nursing — A.D. Program

Teaching of Nursing — B.S. Program

Teaching of Nursing — Staff Development

OVERVIEW

The master's degree program for nurses at the University of Maryland is the only
graduate program in the state. It awards approximately 100 degrees a year thus making it
one of the largest in the nation. While the program is offered in the School of Nursing, it is
part of the Graduate School of the University of Maryland at Baltimore; therefore, it is
subject to the requirements of both schools. The graduate curriculum has undergone
massive revision and the new curriculum was fully implemented in the fall semester, 1976.
The program is three semesters in length except for Primary Care Nursing which is four
semesters.

In keeping with the changing needs of society, the new curriculum increases the
specialty options available to students. All students are required to develop competence in
a specialized clinical area, but opportunity is provided to concentrate (major) in either the
clinical or the role area depending on specific career goal and previous preparation. The
student's secondary interest (minor) is selected in the opposite area so that -every graduate
is prepared in both a clinical and a role area.

Graduate education fosters the responsibility, creativity, and self-direction which
characterizes professional commitment and enhances a continuing desire to learn and to
grow. The graduate student is viewed as a partner in the teacher-learner dyad; receives
stimulation and support for scholarly pursuits; and is given the freedom to think and try out
new ideas through the application of knowledge and the development of new skills. The
opportunity to articulate beliefs, ideas, and formulations is gained through interaction with
other members of the academic community.

ELABORATION OF THE PHILOSOPHY: GRADUATE PROGRAM

The Graduate Program of the School of Nursing derives its strength and purpose
directly from the underlying philosophy which is shared by the faculty. Tenets of the
philosophy held by graduate faculty of the School of Nursing provide a foundation for the
conceptual framework upon which the curriculum is based. This conceptual framework
analyzes the unit (the individual, family or community) in terms of three interrelated
expressions of health — physical, cognitive and personal. The physical expression refers to
the unit's structural and functional endowment or integrity. The cognitive expression
addresses the capacity of the individual to receive, to perceive and to organize informa-

*Graduate students also are referred to the General Information and Resources section of
this bulletin.

tion. The personal expression is concerned with the affective relationships of the unit. The
relationships between the expressions are complex and vary at different points in time. The
expressions lend themselves to assessment, quantification and regulation. The intervention
phase of the nursing process consists of regulations of the inputs and sources of the
expression. Evaluation is achieved through examination of the resulting state of health.

Graduate education in nursing is built upon and extends a knowledge base acquired
in a baccalaureate degree program in nursing and is derived from the humanities, the
physical and life sciences and the behavioral sciences. Each student brings to graduate
education a unique combination of experiences and capabilities. This diversity creates a
learning environment shared by faculty and students which facilitates the establishment
and attainment of professional objectives throughout the educational experience. This
dynamic interchange between faculty and students results in a commitment to and
involvement in the development of nursing knowledge and the refinement of nursing
theory. Recognizing that the growth process in the student is continuous and that the
health needs of society change, the Graduate Program is flexible and dynamic.

PURPOSES AND OBJECTIVES OF THE GRADUATE PROGRAM

The program objectives are formulated on the assumption that graduate education
builds upon undergraduate education. It is a more intensive and analytic expansion of
knowledge, enabling the perception and development of new and more complex relation-
ships that affect nursing. Graduate education provides further opportunity for the student
to think conceptually and to apply theory to practice.

The purposes of the graduate program are:

1. to prepare a nurse practitioner in the area of research, consultation, teaching,
administration and a given clinical field;

2. to provide preparation for competence in one functional area — administration,
teaching or clinical practice;

3. to prepare nurses for leadership roles;

4. to provide the basis for doctoral study;

5. to identify with the profession in articulating and implementing a philosophy of
nursing practice.

The objectives are to prepare students who:

1. demonstrate competency in a given clinical area by applying theoretical
knowledge to assess, plan, implement, and evaluate clinical service:

2. assess current research in nursing and related fields and utilize these findings to
study and solve nursing problems:

3. develop competency in consultation through applying nursing theory and re-
lated theories to the consultant-consultee relationship;

4. acquire entry behavior for teaching or nursing service administration;

5. develop increased self-understanding which will serve as a basis for further
personal and professional growth;

6. work collaboratively with professionals and nonprofessionals within community
agencies to articulate and to implement the philosophy of nursing.

CURRICULUM

The nursing program leading to a Master of Science degree is three semesters plus a
minimester in length and requires 41 credits, except for the Primary Care specialty which
is four semesters and requires 54 credits.
Areas of Concentration

Each student selects a clinical practice area and a functional role area. The student
then chooses either one of these as the area of concentration (major).

The student selects one area of concentration (major) from the following:

1. Administration

2. Education

3. Child Psychiatric Nursing

4. Community Health Nursing

5. Maternal and Child Health Nursing (Nursing of Children or Maternal-Infant
Nursing)

6. Medical-Surgical Nursing

7. General Psychiatric Nursing

8. Primary Care Nursing

For those choosing to major in administration or education, a clinical practice area
must also be selected in one of the following:

a. Community Health Nursing

b. Maternal and Child Health Nursing

c. Medical-Surgical Nursing

d. Psychiatric Nursing or Child Psychiatric Nursing

In addition, all students select a functional role track from one of the following:

a. Administration of Nursing Service

b. Administration of Nursing Education

c. Teaching in Associate Degree Program

d. Teaching in Baccalaureate Degree Program

e. Teaching in Staff Development

f. Clinical Nurse Specialist

Curriculum Design In summary, the curriculum design contains the following compo-
nents:

1 . Core courses required of all graduate students regardless of the area of concen-
tration.

2. Clinical courses required of students in their chosen clinical area (i.e., Commu-
nity Health, Psychiatric, Child Psychiatric, Medical-Surgical, Maternal and
Child or Primary Care Nursing). All students take a designated number of these
courses regardless of whether their area of concentration is in clinical practice
or role specialization.

3. Functional role track courses required of students in their chosen functional role
(i.e., Administration in Nursing Service, Administration in Nursing Education,
Teaching in A.D. Program, Teaching in a B.S. Program, Teaching in Staff
Development, and Clinical Nurse Specialization). All students take a designated
number of these courses regardless of their area of concentration.

4. Research courses required of all graduate nursing students.

5. Support courses vary according to the student's area of concentration. These
might include non-nursing courses.

Summary of Design

General Plan: Primary Care:

Core 10 credits Core 10 credits

Clinical 6 credits Clinical 1 5 credits

Role 6 credits Role 6 credits

Support 8 credits Support 9 credits

Research 5 credits Research 5 credits

Thesis/Electives 6 credits Thesis/Electives 6 credits

Total 41 credits Elective-Role Prerequisite 3 credits

Total 54 credits

Thesis/Nonthesis Option

Students may elect either a thesis or a nonthesis option, depending on their career
goals. Six credits are earned for either option and the student must successfully pass a
written comprehensive examination.

Thesis Under the guidance of a committee, the student designs, imple-

ments, evaluates and orally defends a research project.
Non-Thesis Six credits of electives are taken under advisement. One scholarly
seminar paper is submitted.

RESOURCES

Over 60 community and health care agencies cooperate with the program. In some
instances, faculty have joint appointments with the school and the agency.

Additional resources are available through the offerings of other schools of the health
professions. Non-nursing courses also may be taken on the College Park campus, at the
University of Maryland Baltimore County (UMBC) or through University College on the
Baltimore campus.

In addition to the Health Sciences Library, the students have access to the Enoch Pratt
Free Library of Baltimore, the Library of Congress in Washington, and the National Library
of Medicine in Bethesda, Maryland. See RESOURCES for the Instructional Media Center
and the Center for Research and Evaluation within the School of Nursing.

ADMISSION

Admission to graduate study at the University of Maryland is the exclusive responsi-
bility of the Graduate School and the Dean for Graduate Studies and Research. Applica-
tions to the graduate program in nursing are reviewed by faculty in the student's area of
concentration and by the School of Nursing Graduate Committee on Admissions, Progres-
sion and Graduation. Recommendations for acceptance are then made by the committee
to the Dean for Graduate Studies and Research.

Any student who wishes to attend the School of Nursing must apply for admission,
submit required credentials, and be accepted for matriculation. Consideration is given to
academic work completed in other schools. Personal references are required.

After an applicant has been accepted, a faculty adviser is assigned. The adviser and
the student plan a program of study leading to the degree. Course credits are officially
accepted for the degree only after the student has matriculated in the School of Nursing.

Senior students in their final semester of work toward a bachelor's degree, may be
offered provisional admission to the graduate program pending the receipt of a supple-
mentary transcript recording the satisfactory completion of undergraduate course work
and the awarding of the degree. Completed records of all previous work must be received
within three months following the completion of such study and the awarding of the
degree.

The student must matriculate within 1 2 months after notification of admission accept-
ance. If the student does not acknowledge the acceptance, a new application must be
submitted for future enrollment.

Starting on the first day of matriculation, a time limit of a maximum of five years is
allowed for the completion of graduate degree requirements. This applies to part-time and
full-time students.

REQUIREMENTS

For admission, the applicant must meet the requirements of both the Graduate School
and the Graduate Committee on Admissions, Progression and Graduation of the School of
Nursing. The School of Nursing requirements are:

1. a baccalaureate degree with an upper division nursing major from an NLN
accredited program;

2. completion of a course in elementary statistics;

3. a photocopy of licensure for the practice of nursing in one or more states;

4. official scores on the Graduate Record Examination (aptitude portion) and the
Miller Analogies Test;

5. undergraduate grade point average (GPA) of 3.0 on a 4.0 point scale. If GPA is
between 2.7 and 3.0, provisional acceptance may be considered if the candi-
date demonstrates graduate potential by other means;

6. evidence of personal and professional qualifications from three professionals
familiar with applicant's academic ability, work experience, professional nurs-
ing contributions and potential to achieve in Graduate School. Suggested
sources include nurse educators, nurse administrators and colleagues from other
disciplines who have worked with the applicant. Two of the references must be
from nurses;

7. personal interviews are required for Primary Care and encouraged by all
specialty areas;

8. two years of clinical experience are required for Primary Care and one year of
experience in a maternity or pediatric setting is required for Maternal and Child
Health Nursing.

Those applicants who exhibit exceptional qualities without meeting the stated criteria
may apply for special consideration. Students who seek variance from an academic policy
should appeal to the Committee on Admissions, Progression and Graduation.

A written offer of admission from the Graduate School will be sent to an applicant
who meets all admission requirements. The offer will specify the time of entrance which
will normally coincide with the requested starting time. Upon acceptance by the Graduate
School, the applicant should reconfirm enrollment intentions by writing to the School of
Nursing. If the applicant is unable to enroll at the expected date, a written request for a
postponement of the admission date is made through the School of Nursing. If these
arrangements are not made within one year of anticipated enrollment date, the offer of
admission lapses, and a new application and fee must be submitted to be reconsidered for
admission.

The offer of admission may be used as a permit to register for courses. Permanent
identification as a graduate student will be issued at the time of first registration.

Admission Procedure

The admission forms should be obtained from the Office of Graduate Studies and
Research, University of Maryland at Baltimore, 524 W. Lombard St., Baltimore, Md.
21201.

1. An application fee of $15.00 must accompany the application for admission.
This fee is not refundable under any circumstances, but if the applicant is
accepted and enrolls for courses, it will serve as a matriculation fee.

2. The following materials should be returned directly to the Office of Graduate
Studies and Research, University of Maryland at Baltimore, 524 W. Lombard St.,
Baltimore, Md. 21201:

a. two copies of the application for admission to the Graduate School;

b. application fee;

c. two sets of official transcripts from each college and university attended. If
applicant is a diploma school graduate, transcripts of the diploma course
work are also required;

d. letters of reference from three professionals who know the candidate's
qualifications;

e. official record of the results of:

1. the Miller Analogies Test (test available through testing services of
most colleges and universities);

2. the Aptitude Test of the Graduate Record Examinations (Applicants
should write to the Graduate Record Examinations, Educational Test-
ing Services, Princeton, N. J. 08540 for details).

3. Applications and supporting documents must be received by July 1 for
the fall semester, December 1 for the winter session and the spring
semester, and May 15 for the summer session.

Admission Status

Applicants may be recommended for admission into the categories of:

1. Full Graduate Status in which the applicant clearly meets all requirements;

2. Provisional Graduate Status in which the applicant shows promise of being able
to achieve at the graduate level but does not currently meet all requirements.
The students must achieve a "B" or above in every course during the first
semester (or four courses) to qualify for continued enrollment;

3. Nondegree Graduate Status in which the applicant may enroll on a "course
work only" basis for a specified period of time if the record meets Graduate
School standards.

Admission is granted by the Dean for Graduate Studies and Research and is confirmed
by enrollment in the term for which admission is approved.

Part-time Study

Students eligible for admission but who are able to devote only a portion of their time
to graduate study are subject to the same privileges and matriculation requirements as full-
time students. Part-time students are urged to assume responsibility for program planning
with an adviser. All students must complete the program within five years of matriculation.

A graduate student who is in good standing at another institution may apply to enroll
for a single course or summer session. (See Categories of Admission in the Graduate
School Bulletin).

Foreign Students

Students from foreign countries who show evidence of education equivalent to a
baccalaureate degree in nursing are considered for admission. All applicants who are not
citizens of the United States are classified as foreign students for admission purposes. (See
the Graduate School Bulletin for further information).

Record Maintenance and Disposition

All records, including academic records from other institutions, become the official
file and can neither be returned nor duplicated for any purpose.

Admission credentials and application data are retained for one year only. This
regulation pertains to applicants who: did not register for courses at the period for which
they had been admitted; did not respond to a departmental request for additional
information; did not respond to requests for additional transcripts or test results; were
disapproved for admission.
Student Advisement

Upon admission to the Graduate Program each student is assigned an academic
adviser from the major area of concentration. The student is also assigned an adviser in the
secondary area of interest. The adviser assignments are subject to change as additional
interests of the student are determined or upon request of the adviser or advisee. The
adviser is available for academic counseling and guides the student in a plan of study,
determination of thesis or nonthesis option, and selection of thesis chairman or readers for
the seminar paper.

A nondegree student is assigned an adviser at the time of acceptance. An official
record of courses is kept for all nondegree students. If a student subsequently wishes to
enter the degree program, reapplication is necessary. While consideration may be given at
a later date to the application of credits earned toward a degree program while in this
status, there is no assurance that such requests will be granted. If granted, a maximum of
six credits may be transferred.

Plan of Study

case of part-time students). A second copy of the Plan of Study remains in the student's
School of Nursing file. Any major alteration of the plan necessitates the refiling of an
amended plan. It is suggested that students retain a copy of this plan for their own files.

The entire course of study constitutes a unified program approved by the student's
major adviser and by the Graduate School. Faculty in each department provide individual-
ized guidance in the selection of courses based upon guidelines and policies approved by
the Graduate Curriculum Committee and the Graduate School. Considerable flexibility is
possible within the framework of a student's area of interest and specific career goals.
Beginning competence in research is provided by the inclusion of courses in research and
statistics.

All students are required to successfully pass a written comprehensive examination.
Additional regulations and requirements may be found in the Baltimore campus bulletin of
the Graduate School and in Important Dates for Advisers and Students, issued each year by
the Graduate School.

REGISTRATION

Registration is conducted by the Office of Admissions and Registrations, UMAB
campus. The student receives detailed instructions concerning dates and registration
procedures. Each matriculated student in the School of Nursing must obtain official
approval from an adviser for all courses in which enrollment is sought outside the School
of Nursing. Credit is granted only if such courses have had prior approval and are
successfully completed. Students must file a list of these courses with the registrar on a
registration card signed by the adviser. Graduate students are not permitted to enroll for
courses on a pass/fail basis.

Students admitted to the Graduate School pay graduate tuition fees whether or not the
credit will be used to satisfy program requirements. Graduate credit will not be given
unless the student has been admitted to the Graduate School. The admission of a new
student is validated when he registers for and completes at least one course during the
semester for which entrance was authorized.

Every student must register during the official registration period. Students failing to
register during these periods must utilize late registration dates and have the consent of
their adviser, the course instructor, the Graduate School, and the registrar.

Late Registration Fee $20.00

Change Fee, charged for each change in program 5.00

Registration is completed with the payment of the required fees. Privileges of the
university are available only after registration has been completed.

COURSE WORK

Withdrawal

A withdrawal is noted on the student's transcript by a "WD". In cases of excessive
absences from courses an "F" is given unless the student officially withdraws from a
course. The semester credits for the "F" grade are computed in the grade point average.

Unsatisfactory Achievement

At the end of each semester, the record of any students with a grade point average
below 3.0 is reviewed by the Graduate Committee on Admissions, Progression and
Graduation. The student is placed on probation and permitted another semester of full-
time study (or four courses part-time) upon recommendation of the committee. A student's
registration in the graduate program may be discontinued at any time if work or progress is
deemed unsatisfactory.

1. When either the cumulative or semester grade point average is between 2.71
and 2.99 at the end of any semester of study, the student is placed on probation
and permitted another semester of study upon recommendation of the Graduate
Committee on Admissions, Progression and Graduation. At the end of the
semester on probation, the cumulative grade point average must be 3.0 in order
for the student to remain in the school.

2. When the grade point average is 2.7 or below upon completion of one semester
(or four courses) of graduate study, the student is requested to withdraw upon
recommendation of the Graduate Committee on Admissions, Progression and
Graduation and the Dean of the Graduate School.

3. The record of a part-time student is reviewed by the Graduate Committee on
Admissions, Progression and Graduation when four courses are completed. If
the grade point average is below 3.0, the committee may recommend probation
status for a semester. If the grade point average is 2.7 or below, the student is
requested to withdraw.

Incomplete

A grade of "I" (Incomplete) is given if course work is not completed. If the student
does not complete the course requirements within the following semester, the "I" grade is
changed to an "F" grade or the grade appropriate to a computation without the missing
work. The evaluation of the missing work is determined by the instructor of the course and
the semester credits for the consequent grade are computed in the grade point average.
Certain exceptions are made for graduate courses requiring two or more semesters of work
before a grade can be determined and courses involving the writing of a thesis or clinical
paper for which a grade cannot be given until the work has been accepted. Students with
provisional admission or on academic probation may not register for additional course
work until the "I" grade is removed.

Transfer Credits

A maximum of six credits of acceptable graduate level course work may be applied
toward the master's degree as transfer from another school or from the course work only
status. Permission must be given by the major adviser and the Graduate School before any
credits are transferred. In order to be eligible for transfer, the transfer course must have
been taken within the five-year time limit for the degree, and it may not have been used to

satisfy requirements for any other degree or admission into the graduate program. Transfer
credits are not calculated in the final grade point average (GPA).

Credit by Examination

A graduate student may receive credit-by-examination only for a course for which he
is otherwise eligible to receive graduate degree credit. A maximum of six credits is possible
through credit-by-examination; nine credits can be accepted in the Primary Care program.
A graduate student seeking to utilize this option must obtain the consent of the adviser and
of the instructor currently responsible for the course. The Graduate School maintains a list
of courses for which examinations are available or will be prepared. Full-time students are
charged $30.00 for each course examination regardless of the number of credits. This fee
is paid upon application for the examination and is not refundable regardless of whether or
not the student completes the examination. Part-time students are charged in the same
cost-per-credit-hour basis as though they were taking the course in the regular manner.

SCHOLASTIC REQUIREMENTS

The Graduate School requires that a student achieve a "B" or 3.0 GPA for the entire
program. No grade below a "C" is acceptable towards the graduate degree. The School of
Nursing requires that a student receive a "B" or higher in the nursing courses in his/her
area of concentration. Any course with a grade below "B" in the area of concentration
must be repeated.

Since graduate students must maintain an overall "B" average, every credit hour of
"C" in course work must be balanced by a credit hour of "A". A course in which a grade
of less than "B" is received may be repeated. The grade on the repeated course whether it
is higher or lower than the original grade replaces the original grade. Courses in the degree
program which are completed with a "D" or "F" must be repeated. Grades earned for
thesis research are not included in the computation of the GPA.

Grades from courses which are transferred in for degree credit from other schools and/
or previous study are also not included in the computation of the GPA.

Incomplete grades must be removed the following semester and before the degree is
conferred. A course with an incomplete grade should not be repeated; the incomplete
should be removed in all cases. Incompletes received for research credits will be removed
when the thesis has been certified by the appropriate oral examination committee.

Withdrawal, Suspension, Dismissal

A "Graduate School Program Withdrawal Form" must be completed and submitted
when a student officially withdraws from the Graduate Program. An application for
withdrawal bearing the proper signatures must be filed in the Office of the Registrar. If a
student leaves the university prior to the conclusion of a semester or session, the date used
in computing a refund is the date the application for withdrawal is filed in the registrar's
office. A student who withdraws during the semester and does not file an application for
withdrawal with the registrar will receive marks of failure in all courses and will forfeit the
right to any refund.

Faculty adviser and graduate student share the responsibility for the student's prog-
ress. Students are expected to comply with rules and procedures of the Graduate School as
well as with specific requirements established by individual departments. In fulfilling this
responsibility the student should seek the advice of a faculty adviser, department chairper-
son, and/or the administrative officers of the School of Nursing and the staff of the Dean for
Graduate Studies.

Procedures are established to protect the institution's integrity and the individual
student's interests and welfare. The University of Maryland, through its various faculties
and appropriate committees, reserves the discretionary right to suspend any student from
the university for failure to maintain a satisfactory academic record, acceptable personal
behavior, accepted standards of practice in a clinical agency, or satisfactory standard of
health.

When the actions of a student are judged by competent authority using established
procedure to be detrimental to the interests of the university community, that person may
be required to withdraw from the university.

FEES AND EXPENSES

Matriculation (new students) $15.00

Tuition — per credit (in-state) 50.00

Tuition — per credit (out-of-state) 85.00

Supporting Facilities Fee (full-time) per semester 30.00

Supporting Facilities Fee (part-time) per semester 6.00

Student Health Fee (full-time) per semester 5.00

Student Health Fee (part-time) per semester 2.00

Health Insurance (Blue Cross)*

One Person 65.88

Two Persons 135.06

Family 177.54

Student Activity Fee ($7.00 per semester) 14.00

Graduation Fee 15.00

Late Registration Fee 20.00

Change Fee 5.00

*Student Health

Health insurance is required of all full-time professional school students (nine or more
semester hours) in addition to the Student Health Fee. The insurance coverage at the
University of Maryland at Baltimore is Blue Cross-Blue Shield Diagnostic and Major
Medical. Additional information concerning this program may be obtained from the
Student Health Office.

Students with equivalent insurance coverage must provide proof of such membership
at the time of registration and obtain a hospital insurance waiver.

Malpractice Insurance

All graduate nursing students are required to carry professional malpractice insurance
throughout their academic program. Documentation of coverage is required at the time of
registration and must meet the amount set by the School of Nursing and clinical agencies.

Financial Aid

Students who meet admission requirements and are U.S. citizens are eligible to apply
to the School of Nursing for federal funds for full-time study. Professional nurse trainee-
ships available from the Division of Nursing, Health Resources Administration, Health,
Education, and Welfare, provide tuition, fees, and a monthly stipend. Students in psychiat-
ric nursing are eligible for support under a grant from the National Institute of Mental
Health. Since there are limitations on the number of traineeships available, applicants are
ranked according to total professional background.

In the case of either type of traineeships, prospective students make application to the
School of Nursing. No action is taken by faculty until eligibility for admission has been
established. Graduate students also are referred to the Federal Nursing Loan and Scholar-
ship Program described under the undergraduate financial aid section of this bulletin.

Graduation

Application for the diploma must be filed with the Office of the Registrar within the
first three weeks of the semester in which the candidate expects to obtain a degree except

during the summer session. During the summer session, the application must be filed in
the Office of the Registrar during the first week of classes.

If, for any reason, a student does not graduate at the end of the semester in which he
applies for the diploma he must reapply for it in the semester in which he expects to
graduate.

EMPLOYMENT OPPORTUNITIES

Graduates of the masters degree program of the University of Maryland have a variety
of employment opportunities. Surveys of recent graduates (since 1975) indicate 100%
employment. Approximately 60% of these graduates are employed in hospitals, 30% as
faculty in schools of nursing and 1 0% in other areas including nursing homes, community
mental health and public health clinics. Salaries vary with the type of position, the setting,
the geographical areas, and the individual graduate's professional experience. Beginning
salaries in the Baltimore-Washington, D.C. area for new master's graduates range from
$12,709— $18,000 per year.

GRADUATE STUDENT ORGANIZATION

Graduates in Nursing (GIN) is an organization of all the students in the graduate
program in the School of Nursing. The purpose of the organization is to foster unity among
graduate students to aid in the pursuit of individual, institutional and professional goals,
and to enhance communication among students, faculty and the community. Student
representatives function in a liaison capacity by serving on various school and university
committees. GIN serves the graduate student body through orientation programs, a
monthly newsletter, education and social functions, and the establishment of ad hoc
committees when student, faculty and community needs arise.

COURSE DESCRIPTIONS

NURS 602 CONCEPTUAL FRAMEWORK FOR NURSING PRACTICE (6) This course
provides an introduction to the articulation of a philosophy of nursing to a conceptual
framework for nursing practice. The philosophy states that the personal, cognitive, and
physical expressions of health interact throughout life and unfold in dynamic interplay
with the environment. The three-hour lecture session each week emphasizes the study of
scientific concepts which influence man's expressions of health. The other three credits
will provide departmentally supervised clinical practicum with emphasis on assessment
and on evaluation of nursing interventions or regulatory processes. (Reid and Staff)

NURS 604 FOUNDATIONS OF ROLE PREPARATION IN NURSING (2) An explora-
tion and analysis of commonalities inherent in nursing practice in various roles. Content
from systems, role, organizational behavior, consultation, learning and change theories
provides the basis for synthesis into a conceptual framework of practice in teaching,
clinical practice and administration. (Hechenberger)

NURS 606 INFLUENTIAL FORCES, HEALTH CARE AND HEALTH CARE SYSTEMS (2)

The identification and analysis of the economic, social, political and educational forces
which influence the health of man, affect the health care delivery system and produce
changes in nursing. (Proulx)

NURS 608 SPECIAL PROBLEMS IN NURSING (1-3) The major objective of this course
is to develop further clinical competencies in selected students who wish to use an
interdepartmental approach. Registration upon consent of adviser. Students may register
for one-three credits per semester with a maximum of six (6) credits per degree. (Staff)

NURS 611 INTRODUCTION TO CONCEPTS AND TECHNIQUES OF PRIMARY CARE
NURSING (2) This course emphasizes the development of the student's concepts of the
expanded nursing role. It builds on assessment skills and knowledges pertaining to the
conceptual framework acquired in NURS 602. It provides opportunity to collect and
analyze data with a variety of skills and techniques that expand the nursing process for the
health of adults. Requisite: NURS 602, NPHY 602. (Guberski and Jones)

NURS 61 3 CLINICAL DIAGNOSIS AND MANAGEMENT I (4) This course prepares the
student to function at a beginning level as a nurse practitioner in an ambulatory setting.
This is the first of two sequential courses which focuses on a different set of health
problems for study. The student applies the nursing process by performing communication
and assessment skills, interpreting findings, applying laboratory diagnostic methods, de-
veloping plans of care, and implementing nursing strategies to promote personal, cognitive
and physical health of clients with common health problems. Prerequisite: NURS 61 1 .

NURS 614 CLINICAL DIAGNOSIS AND MANAGEMENT II (4) This course prepares
the student to function as a nurse practitioner in an ambulatory setting with clients who
have complex health problems. This is the second of two sequential courses which apply
the nursing process by performing communication and assessment skills, interpreting
findings, applying laboratory diagnostic methods, developing plans of care, and imple-
menting nursing strategies to promote personal, cognitive, and physical health of clients.
Prerequisite: NURS 613. (Staff)

NURS 615 ADVANCED PRIMARY HEALTH CARE (5) This course consists of an inten-
sive applied clinical experience and seminar sessions. It is designed to assist the student in
analyzing multiple variables in health and disease, and through a problem-solving ap-
proach, determine an optimal plan in relation to both short and long-term goals. The
emphasis is an increased independence and decision-making in an interprofessional
environment. Prerequisite: NURS 613 and 614. (Staff)

NURS 618 SPECIAL PROBLEMS IN PRIMARY CARE (1-3) An independent study
course which allows students in the primary care department to develop special compe-
tencies or obtain in-depth clinical experience. Students outside the Department of Primary
Care may select this course to study selected concepts relating to primary care nursing.
Registration upon consent of adviser. Students may register for varying units of credit
ranging from one-three credits. (Staff)

NURS 621 MEDICAL-SURGICAL NURSING I (2) The first level Medical-Surgical Nurs-
ing course focuses on the adaptation-stress model with consideration of how stress affects
the expressions of health in an adult client. Contemporary nursing theories relating to this
content are examined. The course emphasizes the interrelationships of concepts as they
are utilized for adult clients with physiological alterations. Nursing strategies are identified
based upon the expressions of health which are affected by stress and adaptation. The
course builds upon NURS 602 and NPHY 602 which is studied concurrently or prior to
NURS 621. (Staff)

NURS 622 MEDICAL-SURGICAL NURSING II (4) Building on NURS 602 and the first
level Medical-Surgical Nursing course, NURS 622 focuses on the influence that develop-
mental processes in the adult client have physical, personal, and cognitive expressions of
health. Emphasis is placed on the development, implementation and evaluation of nursing
strategies based on the conceptual framework which is congruent with the student's
philosophy of nursing. The practicum is individualized in order to extend and/or
strengthen the skills gained in NURS 602 and NURS 621 to promote the progression of
students towards the attainment of their respective clinical goals. NURS 602, 621 and
NPHY 602 are prerequisites. (Staff)

NURS 628 SPECIAL PROBLEMS IN MEDICAL-SURGICAL NURSING (1-3) The major
objective of this course is to develop further clinical competencies within the broad

category of medical-surgical nursing. Registration upon consent of adviser. Student may
register for varying amounts of credit ranging from one-three credits per semester with a
maximum of six (6) credits per degree. (Staff)

NURS 631 MATERNAL AND INFANT NURSING I (3) First semester of a two-semester
sequence. A conceptual approach which focuses on extensive understanding of nursing in
society's total program of maternal health services with emphasis on increased practitioner
skills for independent and collaborative components of professional nursing of mothers
and infants. (Neal and staff)

NURS 632 MATERNAL AND INFANT NURSING II (3) Second semester of a two-
semester sequence. NURS 631 is prerequisite. (Neal and staff)

NURS 633 PROFESSIONAL NURSING, CHILDBEARING AND CHILDREARING (2)

Second semester. The interrelated needs of parents and children are studied in the light of
recent trends in family care and guidance. Focus is on the study of social factors
influencing maternal and child nursing, the relationship of current problems and their
significance in childbearing and childrearing. (Neal and staff)

NURS 634 SCIENTIFIC BASIS OF MATERNAL AND INFANT NURSING I (2) A study of
scientific concepts which influence life processes as they relate to maternal and infant
nursing. (Neal and staff)

NURS 635 SCIENTIFIC BASIS OF MATERNAL AND INFANT NURSING II (2) The

course builds upon and extends the application of scientific concepts to maternal and
infant nursing which was begun in NURS 634. (Neal and staff)

NURS 638 SPECIAL PROBLEMS IN MATERNITY NURSING (1-3) The major objective
of this course is to develop further competencies in the area of maternity nursing.
Registration upon consent of adviser. Student may register for varying amounts of credit
ranging from one-three credits per semester with a maximum of six (6) credits per degree.

(Neal and staff)

NURS 641 NURSING OF CHILDREN I (3) First semester of a two-semester sequence.
Focuses on extensive knowledge and understanding of nursing in society's total program
of child health services and on gaining increased practitioner skills in professional nursing
of children. (Neal and staff)

NURS 642 NURSING OF CHILDREN II (3) Second semester of a two-semester se-
quence. NURS 641 is prerequisite. (Neal and staff)

NURS 643 SCIENTIFIC BASIS OF NURSING OF CHILDREN I (2) A study of scientific
concepts which influence life processes as they relate to the nursing of children. (Neal
and staff)

NURS 644 SCIENTIFIC BASIS OF NURSING OF CHILDREN II (2) This course builds
upon and extends the application of scientific concepts to nursing of children which was
begun in NURS 643. (Neal and staff)

NURS 648 SPECIAL PROBLEMS IN NURSING OF CHILDREN (1-3) The major objec-
tive of this course is to develop further competencies in the area of nursing of children.
Registration upon consent of adviser. Student may register for varying amounts of credit
ranging from one-three credits per semester with a maximum of six (6) credits per degree.

(Neal and staff)

NURS 650 INDIVIDUAL THERAPY I (3) The course will consist of one theory seminar
per week, clinical experience in which the student provides two hours of individual
psychotherapy per week, and a supervisory seminar with individual supervision as
needed. In this course, students are given the opportunity to examine and apply concepts
that include dynamics of human behavior, formation of personality, the techniques of

problem-solving, and the skills of communication in relation to therapeutic nursing care of
psychiatric patients. (Robinson)

NURS 651 INDIVIDUAL THERAPY II (3) The course will consist of a seminar every
other week and clinical experience in which the student provides a minimum of two hours
of individual psychotherapy per week. Supervision of the practicum is weekly. Twice a
month the scheduled supervision will occur in a group; the alternate week's supervision is
on an individual basis. Both process recordings and tape recorded interviews will be
utilized. In this course, students are given the opportunity to expand their knowledge of
concepts and therapeutic interventions with psychiatric patients which they identified in
NURS 650 (Individual I) to be of particular interest or significance to them. NURS 650 is a
prerequisite. (Robinson)

NURS 652 GROUP THEORY AND PRACTICE I (3) This course is designed to provide
the basis for a conceptual framework in group psychotherapy. Emphasis is placed on the
application of theory to group practice. Included is the study of the therapist's role in the
development of technical and communication skills in group work. Each student is
required to co-lead a group approved by the faculty. (McManama)

NURS 653 GROUP THEORY AND PRACTICE II (3) This course is designed to further
develop the student's theoretical and clinical expertise in group work and group psychoth-
erapy. Emphasis is placed on the role of the therapist in the integration and utilization of
theoretical concepts to clinical group practice and in developing skills in supervision.
NURS 652 is a prerequisite.

Specialized group therapy techniques and research relate to group practice are
reviewed. Each student is required to co-lead a group approved by the faculty.

(McManama)

NURS 654 LIAISON NURSING I (3) The students gain skills in therapeutic interaction
with hospitalized, physically ill patients based upon their assessment of the patient's
psychological needs and an evaluation of appropriate vehicles for their gratification. Goals
are established which take into consideration physiological versus psychological priori-
ties, assigning weights in terms of immediacy of need. The hospital is viewed as a social
system, and means of interacting effectively in it are explored. (Robinson)

NURS 655 ORIENTATION TO CRITICAL CONCEPTS IN FAMILY (3) Orientation to the
theories and techniques of family therapy. Emphasis on family systems theory. Interview
experience with selected families and development of observational skills.

(Cain and Ward)

NURS 656 INTRODUCTION TO CLINICAL PRACTICE WITH FAMILIES (3) Orientation
to the role of the clinician in family therapy. Emphasis is on the identification of existing
family behavior patterns. Clinical practice with at least one family. (Cain)

NURS 657 ADVANCED CLINICAL PRACTICE WITH FAMILIES (3) Advanced clinical
practice and refinement of clinical skills. (Cain)

NURS 658 SPECIAL PROBLEMS IN ADULT PSYCHIATRIC NURSING (1-3) The major
objective of this course is to develop further competencies in the area of adult psychiatric
nursing. Registration upon consent of adviser. Student may register for varying amounts of
credit ranging from one-three credits per semester with a maximum of six (6) credits per
degree. (Staff)

NURS 660 INTRODUCTION TO SELECTED ASPECTS OF CHILD DEVELOPMENT I (2)

This course explores selective theoretical concepts of child development during the first
six years of life. Emphasis is placed on integrating personality development and intellec-
tual development. Assessment tools which reflect the theories presented will be discussed.
No prerequisites. (McElroy)

NURS 661 ORIENTATION TO CRITICAL PROBLEMS IN FAMILY-CHILD RELATION-
SHIPS I (2) First semester of a two-semester sequence. Examination of theoretical concepts
of normal and abnormal psychological developments that are applicable to nursing
situations. (Staff)

NURS 662 ORIENTATION TO CRITICAL PROBLEMS IN FAMILY-CHILD RELATION-
SHIPS II (2) Second semester of a two-semester sequence. NURS 661 is prerequisite.

(Staff)

NURS 663 NURSING OF PRESCHOOL CHILDREN WITH DEVIANT BEHAVIOR (2)

Second semester. Laboratory experience with preschool children. Emphasis is on using
observations, participation and understanding of play, play materials and language as
media utilized by children to express themselves to the nurse. (Staff)

NURS 664 INTRODUCTION TO SELECTED ASPECTS OF CHILD DEVELOPMENT II

(2) This course explores selective theoretical concepts of child development during the
years from seven through adolescence. Emphasis is placed on examining the following
theorists: Erikson, Winncott, Lidz and Piaget. NURS 660 is a prerequisite to this course.

(McElroy)

NURS 665 COMPREHENSIVE CARE OF CHILDREN WITH PSYCHIATRIC DISORDERS

I (4) First semester of a two-semester sequence. Assessment of child psychiatric nursing
practice in primary, secondary, and tertiary prevention of emotional disturbances in
children. Students gain experience in practice of treatment modalities in inpatient and
community settings. (Staff)

NURS 666 COMPREHENSIVE CARE OF CHILDREN WITH PSYCHIATRIC DISORDERS

II (4) Second semester of a two-semester sequence. NURS 665 is prerequisite. (Staff)

NURS 668 SPECIAL PROBLEMS IN CHILD PSYCHIATRIC NURSING (1-3) The major
objective of this course is to develop further competencies in the area of child psychiatric
nursing. Registration upon consent of adviser. Student may register for varying amounts of
credit ranging from one-three credits per semester with a maximum of six (6) credits per
degree. (Staff)

NURS 670 SCHOOL HEALTH (2) This course is designed to examine factors and
programs that contribute to the promotion and maintenance of health in the school
population. The development of school health programs and nursing services are dis-
cussed. Issues, legislation and organizations involved in school health are explored.
Prerequisite: NURS 602 or permission of Instructor. Offered fall semester. (Northrop)

NURS 671 EPIDEMIOLOGY (2) A contemporary approach to epidemiological concepts
and methods. General considerations and laboratory application to data in specific
situations. Open to non-nursing majors with permission of instructor. Prerequisite: Statis-
tics. Offered spring semester. (Kohler)

NURS 672 COMMUNITY HEALTH NURSING I (1) This first level departmental course
is given concurrently with NURS 602 and is designed to identify, describe, and define
concepts of the conceptual framework that are relevant for community health nursing
practice. Family and community are employed as the basic units of study, and the
construct, health, is considered the norm to be maintained or achieved. Requisite: NURS
602. (Ruth and White)

NURS 673 COMMUNITY HEALTH NURSING II (3) This is a required second level
departmental course. While the families that students selected in Community Health
Nursing I continue to serve as the basic unit of analysis, emphasis shifts to the study of the
community. The community's structure and level of functioning, and the interrelatedness
between community health and family health is explored. Participation in community
organizations and the investigation of community health nursing practice is included in
the practicum. Prerequisites: NURS 602, NURS 606, and NURS 672. Offered fall semes-
ter. (Lenz)

NURS 674 COMMUNITY HEALTH NURSING WITHIN THE HEALTH CARE SYSTEM

(2) This course focuses upon the relationship between the health level of the community
and the organization of the health care system. Social and political forces, and major
public policies that are shaping the organization and delivery of community health nursing
services will be analyzed. An examination of theory, research, governmental and other
professional documents will provide the bases for discussion as to how effective and
efficient services can be achieved. Various systems of health care organization will be
compared in terms of health level, structure, and reimbursement mechanisms. Prerequi-
sites: NURS 672, NURS 606. Offered spring Semester. (Ruth and White)

NURS 675 COMMUNITY HEALTH NURSING III (2) This is a required third level
departmental course for students whose area of concentration is community health
nursing. It is given concurrently with the practicum in role preparation. The emphasis is
upon intervention strategies as applied to selected roles in community health nursing.
Prerequisites: NURS 602, NURS 604, NURS 606, NURS 672 and NURS 673. (Northrop
and Ruth)

NURS 676 COMMUNITY HEALTH GROUPS: LEADERSHIP STRATEGIES (2) The the-
ory content and practicum of this course offers learning experiences particularly pertinent
and applicable to working with well families and health-oriented community groups. The
course is designed to provide graduate students in community health an opportunity to
gain additional skills in the use of group leadership strategies to bring about change toward
defined goals and objectives. Prerequisites: Basic course in group dynamics; NURS 602,
NURS 604, and NURS 672. (Boyd and White)

NURS 677 URBAN HEALTH (2) This course focuses on the impact of demographic and
social change on health in the urban setting. Emphasis is on viewing health and health
services within an analytical perspective stressing interrelationships with urban structure,
patterns of demographic transition, urban life styles and environments, and the resources
and strengths of urban community systems. Open to non-nursing majors with permission
of instructor. Fall semester. (Lenz)

NURS 678 SPECIAL PROBLEMS IN COMMUNITY HEALTH NURSING (1-3) The ma-
jor objective of this course is to develop further competencies within the area of commu-
nity health nursing. Registration by consent of adviser. Students may register for varying
amounts of credit ranging from one-three credits per semester with a maximum of six (6)
credits per degree. (Staff)

NURS 680 CURRICULUM AND INSTRUCTION IN NURSING EDUCATION (3) This
course combines the elements of the curriculum process with instructional principles and
methodologies through both faculty and student conducted seminars. It is designed to
assist the student in the understanding and application of the foundations and methods of
curriculum development. Pre or corequisite: NURS 604. (Blakeney)

NURS 682 PRACTICUM IN TEACHING IN NURSING (3) Experience in clinical and
classroom settings promotes the opportunity for development and increased skill in the
total teaching learning process. An analytical approach to teaching effectiveness is empha-
sized. Placement in junior college baccalaureate programs or inservice settings is ar-
ranged according to track selected. Pre or corequisite: NURS 680. (Staff)

NURS 683 PRACTICUM FOR CLINICAL SPECIALIST IN NURSING (4) Supervised
experience which will prepare the graduate student to function in the role of clinical
specialist. Placement may be in community or home settings, chronic and long-term care
facilities as well as intensive care units. Taken concurrent with NURS 684. (Staff)

NURS 684 SEMINAR IN NURSING— CLINICAL SPECIALIZATION (2) The purpose of
this course is to provide the knowledge, understanding and skill necessary to function as a
clinical specialist. (Staff)

NURS 685 INSTRUCTIONAL SKILLS (3) This course, conducted by means of micro
teaching lab, fosters the development and analysis of selected teaching skills directed at
predetermined levels of functioning in the cognitive, affective and psychomotor domains.
Prerequisites: NURS 604, and two semesters of clinical course work. Pre or corequisite:
NURS 680. (Robinette)

NURS 688 SPECIAL PROBLEMS IN NURSING EDUCATION (1-3) The major objec
tives of this course is to develop further competencies in the area of teaching. Registration
upon consent of adviser. Student may register for one-three credits per semester with a
maximum of six (6) credits per degree. (Staff)

NURS 689 SPECIAL PROBLEMS IN CLINICAL SPECIALIZATION (1-3) The major
objective of this course is to develop further competencies in the areas of clinical
specialization. Registration upon consent of adviser. Students may register for one-three
credits per semester with a maxi mum of six (6) credits per degree. (Staff)

NURS 691 ADMINISTRATION OF NURSING EDUCATION (2) Application of admin-
istrative processes as employed in nursing education settings. Comparison and contrasts of
the administrative skill requirements among types of educational programs will be ad-
dressed where appropriate. Prerequisite: NURS 604. (Hechenberger)

NURS 692 ADMINISTRATION OF NURSING SERVICE (2) Examination and applica-
tion of administrative processes employed in nursing service settings. The independent
functions of nurse administrators in an organization, at various levels of decision making,
are identified and analyzed. Prerequisite: NURS 604. (Proulx)

NURS 693 PRACTICUM IN NURSING SERVICE ADMINISTRATION (4) Field place-
ments provide for synthesis of learning through observation of and participation in
administrative activities. Placements are arranged to support skill development in keeping
with the student's career goals. Regular conferences with university instructors and field
preceptor enrich the student's learning opportunity. Prerequisite: NURS 692. (Proulx)

NURS 694 PRACTICUM IN NURSING EDUCATION ADMINISTRATION (4) Field
placement provides for synthesis of learning through observation of and participation in
administrative activities. Students may elect placement in baccalaureate or associate
degree basic education programs or in staff development settings. Regular conferences
with university instructors and the field preceptor enrich the student's learning opportu-
nity. Prerequisite: NURS 691. (Hechenberger)

NURS 698 SPECIAL PROBLEMS IN NURSING ADMINISTRATION (1-3) The major
objective of this course is to develop further competencies in the area of administration.
Registration by consent of adviser. Student may register for one-three credits per semester
with a maximum of six (6) credits per degree. (Staff)

NURS 701 RESEARCH METHODS AND MATERIALS IN NURSING (3) One four hour
lecture/lab a week. Includes basic understandings of the philosophy of research, the nature
of scientific thinking, methods of research, and research literature in nursing. Working in
teams, students plan and implement a research study. Basic statistics is prerequisite.

(Shelley and staff)

NURS 702 APPLICATION OF INFERENTIAL STATISTICS TO NURSING RESEARCH
DESIGNS (2) This course emphasizes the requirements and interpretation of inferential
procedures widely used in nursing research designs. Statistical computer programs are
utilized with actual nursing data. Selection of the most appropriate procedure is stressed.
Data snooping and alternative analyses are studied, including bivariate correlation, partial
correlation, one-way ANOVA, ANCOVA, multiple regression and various nonparametric
analyses. Instrument reliability is computed and an overview of other procedures is
presented. A pragmatic rather than mathematical approach is used. A three-hour class
session each week combines lecture and lab. Prerequisite: NURS 701 . (Staff)

NURS 708 SPECIAL PROBLEMS IN NURSING RESEARCH (1-3) The major objective of
this course is to develop further research competencies in selected students. Registration
upon consent of instructor. Variable amounts of credit ranging from one-three per semester
may be taken with a maximum of six (6) credits per degree. (Staff)

NURS 771 OCCUPATIONAL HEALTH (2) This course provides an examination of
issues and research in occupational health. The expressions of health of working segments
of the adult population in various occupations will be explored. The role of the nurse in
occupational health is considered in terms of legislation, private and public industry,
unionized and nonunionized worker. Prerequisite: NURS 602 or permission of instructor.
Offered spring semester. (Northrop)

NURS 799 MASTER'S THESIS RESEARCH (1-6) (Staff)

NPHY 421, 422 PRINCIPLES OF HUMAN PHYSIOLOGY (3, 3) Required for students
majoring in maternal and child nursing. Open to all other students. (Urbaitis)

NPHY 480 HUMAN PHYSIOLOGY (3) The focus of this course is directed toward the
study of selected areas in normal human physiology. Emphasis is given to analysis of
normal function at the cellular and organ levels. Major regulatory and integrative mecha-
nisms of the body are elaborated to elucidate body function. The course expands upon a
basic knowledge of physiology. (Staff)

NPHY 610 METHODS AND PRINCIPLES OF APPLIED PHYSIOLOGY I (3) The first of
two sequential courses designed to provide the student with a deeper base of scientific
knowledge that correlates physiology and corresponding alterations to a process of clinical
diagnosis and management.

The course elaborates upon specific pathophysiologic principles and a study of
disease entities. It also provides exercises in applying epidemiological knowledge in
clinical practice and preventive health settings. Prerequisite: NPHY 480. (Edmunds)

NPHY 61 1 METHODS AND PRINCIPLES OF APPLIED PHYSIOLOGY II (3) The last of
two sequential courses designed to provide the student with an in-depth base of scientific
knowledge that correlates physiology and corresponding alterations to a process of clinical
diagnosis and management.

The course elaborates upon specific pathophysiologic entities and study of disease
entities. It also provides exercises in applying epidemiological knowledge in clinical
practice and preventive health settings. Prerequisites: NPHY 480 and NPHY 610. (Staff)

CONTINUING

EDUCATION

PROGRAM

CONTINUING EDUCATION PROGRAM

In recent years the School of Nursing has greatly increased the number of workshops,
seminars and short courses designed to meet specific continuing education needs of
practicing nurses in Maryland. These offerings are built upon the basic preparation of the
registered nurse and are not a substitute for the organized sequence of studies leading to an
academic degree.

The Continuing Education Program serves to enhance or update knowledge and
professional competency in the delivery of health services. Participation of the learners
during the planning, implementation and evaluation of each continuing education offering
is encouraged. Activities are coordinated with professional groups, other educational
institutions and health-related agencies in the state to encourage cooperative planning and
interdisciplinary programming. In addition to three regional committees consisting of
nurses in western Maryland, the Hagerstown area and the Eastern Shore, each workshop is
sponsored by a special interest committee whose members participate in planning and
evaluation.

A Council for Continuing Education of the Baltimore campus is composed of the
Directors of Continuing Education in the seven professional schools. The number and
scope of interdisciplinary courses has increased as a result of the council's activities.

A Faculty Advisory Committee in the School of Nursing assists with identifying
continuing education needs and overall program planning. Faculty members participate in
planning for an teaching in specific workshops as appropriate and serve as consultants to
the program. The director of the Continuing Education Program serves as a consultant to
the codirectors of an ongoing Primary Care Nurse Practitioner Program which is supported
by a grant from the Division of Nursing, DHEW, for a three-year period.

Appropriate continuing education units (CEU's), based upon guidelines and criteria
established by the National Task Force on the Continuing Education Unit, are awarded to
participants completing offerings sponsored or cosponsored by the School of Nursing.

FACULTY

Dean Marion I. Murphy
62

THE FACULTY
UNIVERSITY OF MARYLAND SCHOOL OF NURSING

Abbott, Nellie K., Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Waynesburg College, 1954; M. Litt., University of Pittsburgh, 1958; Ph.D., New York University, 1968;

(RN)*
Akehurst, Alice )., R.N. Advisor and Assistant Professor of Nursing

B.S., University of Maryland, 1958; M.S., 1966; (RN)
Allanach, Bruce C, Instructor of Nursing (Psychiatric Nursing)

B.S., Boston University, 1967; M.N., University of Washington, 1973; (RN)
Arnold, Thelma S., Assistant Professor (Nutrition)

B.S., Virginia Technologic and State University, 1961; M.S., Oregon State University, 1964; Ph.D., Virginia

Technologic and State University, 1975
Ashjian, Ann N., Assistant Professor of Nursing (Community Health Nursing)

B.S., St. Louis University, 1961; M.P.H., University of North Carolina, 1969; (RN)
Awrey, )une M., Assistant Professor of Nursing of Children (Graduate Program)

B.S., University of Western Ontario, 1961; M.A., University of Michigan, 1968; (RN)
Bailey, Mary A., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Arizona State University, 1969; M.S., Medical College of Georgia, 1972; (RN)
Baker, Patricia, Assistant Professor of Nursing (Medical and Surgical Nursing — Media)

B.S., University of Maryland, 1966; M.S., University of Pennsylvania, 1970; (RN)
Bausell, R. Barker, Assistant Professor, Center for Research and Evaluation

B.S., University of Delaware, 1968; Ph.D., 1976
Beck, Cheryl, Assistant Professor of Nursing (Maternity Nursing)

B.S.N., Western Connecticut College, 1970; M.S.N., Yale University, 1972; (RN) Certified Nurse-Midwife
Berg, Ellen M., Assistant Professor of Nursing (Community Health Nursing)

B.S., Incarnate Word College, 1962; M.P.H., University of Minnesota, 1967; (RN)
Blakeney, Hazle E., Chairperson, Career Development and Professor (Graduate Program)

B.S., Kansas State College, 1944; M.A., Teachers College, Columbia University, 1951; Ed.D., 1967; (RN)
Boaz, Evelyn E., Instructor of Nursing (Community Health Nursing)

B.S., Roanoke College, 1962; B.S., Columbia University, 1966; M.P.H., University of Pittsburgh, 1975; (RN)
Boland, Barbara, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Catherine Spaulding College, 1960; M.S., University of Maryland, 1973; (RN)
Booth, Rachel Z., Chairperson, Primary Care Nursing and Assistant Professor (Graduate Program)

B.S., University of Maryland, 1968; M.S., 1970; (RN)**
Booth, Sandra, Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1959; M.S., 1975; (RN)
Bowie, Reuben B., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Tuskegee Institute, 1965; M.S., University of Maryland, 1973; (RN)
Brewer, Thomas, Instructor of Nursing (Psychiatric Nursing)

B.A., Marquette University, 1965; B.S., 1968; M.S., University of Michigan, 1974; (RN)
Brice, Betty, Assistant Professor of Nursing (Maternity Nursing)

B.S., Loretto Heights College, 1970; M.S., Columbia University, 1972; (RN) Certified Nurse-Midwife
Brock, Anna M., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S.N., University of Maryland, 1969; M.Ed., 1972; Ph.D., University of Maryland, 1976; (RN)
Brodkey, Caroline O, Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Miami, 1964; M.P.H., University of Minnesota, 1970; (RN)
Brooks, Naomi, Instructor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1961; M.S., 1976; (RN)
Brunner, Suzanne, Instructor of Nursing of Children (Graduate Program)

B.S., Ohio State University, 1972; M.S., University of Maryland, 1976; (RN)
Cain, Ann M., Associate Professor of Psychiatric Nursing (Graduate Program)

B.S., Ohio State University, 1956; M.S., University of Colorado, 1959; Ph.D., University of Maryland, 1972;

(RN)
Carson, Verna )., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1968; M.S., 1973; (RN)*
Carty, Arlene, Instructor of Nursing (Psychiatric Nursing)

B.S.N. , Duquesne University, 1965; M.S.N., Catholic University of America, 1972; (RN)
Chichester Myra, Assistant Professor of Nursing (Maternity Nursing)

B.S.N. , Columbia University, 1957; M.S., University of Maryland, 1971; (RN)
Ciamillo, Carmiele, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Seton Hall University, 1968; M.S., University of Maryland, 1974; (RN)

Claflin, Marjorie E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Bridgeport, 1963; M.S., University of Maryland, 1970; (RN)
Cohen, Francine, Instructor of Nursing (Psychiatric Nursing)

B.S., Wagner College, 1971; B.S., Downstate Medical Center, 1974; M.S., Rutgers State University, 1976;

(RN)
Cohen, Marsha H., Instructor of Nursing (Pediatric Nursing)

B.S., University of Pennsylvania, 1966; M.S., University of Wisconsin, 1971; (RN)
Damratowski, Frances )., Assistant Professor of Nursing (Maternity Nursing)

B.S., DePaul University, 1 962; M.S., Catholic University of America, 1 967; (RN) Certified Nurse-Midwife
Davis, Ada R., Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1973; M.S., 1974; (RN)
Dietrick, Helen, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Pennsylvania State University, 1973; M.S., University of Maryland, 1974; (RN)
Distasio, Carol A., Research Assistant Professor

B.S., University of Maryland, 1971; M.S., 1973; (RN)*
Dorsey, Donna M., Assistant Professor of Nursing (Community Health Nursing)

B.S., East Carolina University, 1967; M.S., University of Maryland, 1975; (RN)
Edmunds, Marilyn, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., Brigham Young University, 1964; M.S., DePaul University, 1970; (RN)
Eggebroten, Evelyn Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Colorado, 1948; M.S., 1960; (RN)
Ellis, Merlan O., Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Idaho, 1964; M.P.H., University of North Carolina, 1970; (RN)
Ensor, Barbara, Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1970; M.S., 1974; (RN)
Ewing, Donna M., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.A., Allegheny College, 1960; B.S., University of Pittsburgh, 1964; M.S., University of Washington, 1973;

(RN)
Eyster, Donna, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Pennsylvania State University, 1969; M.S., Ohio State University, 1972; (RN)
Fischman, Susan, Assistant Professor of Maternity Nursing (Graduate Program)

B.S.N., University of Michigan, 1957; M.P.H., Johns Hopkins University, 1965; Dr. P.H., 1974; (RN)

Certified Nurse-Midwife*,**
Fisher, Myra, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Cincinnati, 1965; M.S., Catholic University of America, 1971; (RN)*
Ford, Joshua, Instructor of Nursing (Medical and Surgical Nursing)

B.S.N., Case Western Reserve University, 1967; M.S.N., University of Texas at San Antonio, 1974; (RN)
Fortier, Julie C, Assistant Professor of Nursing (Maternity Nursing)

B.S., Medical College of Georgia, 1966; M.S., University of Maryland, 1968; (RN)
Fox, Eileen L, Assistant Professor of Nursing (Community Health Nursing)

B.S., Catholic University, 1965; M.S., 1973; (RN)
Funk, Karen L, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Johns Hopkins University, 1971; M.Ed., 1973; (RN)
Gannon, Mary Ellen, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Pittsburgh, 1961; M.S., University of Michigan, 1969; (RN) (On leave 1976-77)
Gibbons, Jack E., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Madison College, 1958; M.S.N. , Ohio State University, 1975; (RN)
Gipe, Florence M., Dean Emerita

B.S., Catholic University of America, 1937; M.S., University of Pennsylvania, 1940; Ed.D., University of

Maryland, 1952; (RN)
Goldberg, Evelyn, Research Assistant Professor

B.S. University of Maryland, 1967; Sc.D., Johns Hopkins University, 1971; (RN)*
Goolkasian, Pauline, Assistant Professor of Nursing (Maternity Nursing)

B.S., Northeastern University, 1971; M.S., Catholic University of America, 1973; (RN)
Gossard, Virginia A., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1966; M.S., 1970; (RN)
Grimm, Patricia, Instructor of Nursing (Psychiatric Nursing)

B.S., University of Connecticut, 1964; M.S., Catholic University, 1976; (RN)
Gross, Elizabeth M., Assistant Professor of Nursing (Maternity Nursing)

B.S., University of California (San Francisco), 1966; M.S., 1968; (RN)
Gruber, Patricia, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Incarnate College, 1956; M.S., St. Louis University, 1972; (RN)
Guberski, Thomasine, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., American International College, 1964; M.S., University of Michigan, 1969; (RN)
Gunnett, Ann E., Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1968; M.S., Case Western Reserve University, 1975; (RN)

Hale, Shirley L, Assistant Dean and Associate Professor

B.S., University of Pennsylvania, 1957; M.S., University of Maryland, 1960; Ph.D., 1974; (RN)
Hamer, Lawrence A., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Iowa, 1968; M.A., 1973; (RN)
Hammack, Betty L, Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S., University of Kentucky, 1 965; M.S., University of Maryland, 1 968; M.P.H., )ohns Hopkins University,

1974; (RN)'
Hammond, jean E., Instructor of Nursing (Pediatric Nursing)

B.S., Southern Connecticut State College, 1972; M.S.N., Yale University, 1974; (RN)
Hardman, Margaret, Assistant Professor of Nursing (Maternity Nursing)

B.S., University of Oregon, 1955; M.S., University of Maryland, 1972; (RN)
Harkleroad, Malissa A., Assistant Dean, Undergraduate Admissions and Progressions and Associate Professor

B.S.N. , Medical College of Virginia, 1956; M.S.N. , University of North Carolina, 1961; Ph.D., Catholic

University of America, 1973; (RN)
Haymaker, Sharon R., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1970; M.S., Case Western Reserve University, 1973; (RN)
Hechenberger, Nan B., Associate Professor, Career Development: Administration of Nursing (Graduate Program)

B.S., Villanova University, 1956; M.S., Catholic University of America, 1959; Ph.D., 1973; (RN)
Henderson, Kathryn, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Syracuse University, 1970; M.S., University of Maryland, 1973; (RN)
Herberg, Paula, Assistant Professor of Nursing (Child Psychiatric Nursing)

B.S., California State, 1968; M.S., University of Maryland, 1972; (RN)
Hicks, lohnnye M., Assistant Professor of Maternity Nursing (Graduate Program)

B.S., Winston-Salem University, 1961; M.S., Yale University, 1965; (RN) Certified Nurse-Midwife
Higginbottom, Rhonda W., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Syracuse University, 1970; M.S., 1972; (RN)
Holt, Frieda, Associate Dean for Graduate Studies and Associate Professor (Graduate Program)

B.S., University of Colorado, 1956; M.S., Boston University, 1969; Ed.D., 1973; (RN)
Horan, Janet B., Instructor of Nursing (Community Health Nursing)

B.S.N., University of Pennsylvania, 1969; M.P.H., Johns Hopkins University, 1975; (RN)
Hughes, Elizabeth, Associate Professor, Career Development (Graduate Program)

B.S., Columbia University, 1960; M.S., University of Maryland, 1967; Ph.D., 1973; (RN)
Huss, Karen, Instructor of Nursing (Medical and Surgical Nursing)

B.S.N., University of Maryland, 1969; M.S., 1975; (RN)
Jaffe, Robin, Assistant Professor (Psychiatric Nursing)

B.S.N., Cornell University, 1969; M.S., University of Maryland ,1973; (RN)
James, Doris M., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Youngstown State University, 1964; M.S.N., University of North Carolina, 1974; (RN)
Jensen, Jo Anne, Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of South Carolina, 1970; M.S., University of Colorado, 1976; (RN)
Johnson, Hazel, Assistant Dean and Assistant Professor; Director, Walter Reed Army Institute of Nursing

B.S., Villanova University, Pennsylvania, 1959; M.S., Teachers College, Columbia University, 1963; Ph.D.,

Catholic University of America, 1976; (RN)
Jones, Addie, Instructor in Nursing (Pediatric Nursing)

B.S., Omaha University, 1967; M.S., University of Colorado, 1972; (RN)
Jones, L. Colette, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., University of Nebraska, 1958; M.S., Catholic University of America, 1972; (RN)
Kennedy, Patricia H., Assistant Professor of Nursing (Psychiatric Nursing — Media)

B.S., University of Maryland, 1962; M.S., 1963; (RN)
Kerr, Sr. Charlotte, Instructor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1971; M.P.H., University of North Carolina, 1973; (RN)
Kessler, Jo Marie, Instructor of Nursing (Medical and Surgical Nursing)

B.S., California State University at Los Angeles, 1967; M.S., University of Maryland, 1976; (RN)
Klisch, Mary L., Instructor of Nursing (Psychiatric Nursing)

B.S., Catholic University of America, 1966; M.S., 1976; (RN)
Knepper, Glenn B., Instructor of Nursing (Community Health Nursing)

B.S., Ohio State University, 1966; M.P.H., University of North Carolina, 1970; (RN)
Kohler, Helen R., Director, Special R.N. Project and Associate Professor of Nursing (Community Health Nursing)

B.S., University of Pennsylvania 1960; M.S., University of Minnesota, 1962; Ph.D., University of North

Carolina, 1974; (RN)* *
Koonz, F. Patricia, Director of Continuing Education and Assistant Professor (Continuing Education)

B.S., Seton Hall University, 1954; M.S., Catholic University of America, 1961; (RN)
Krall, Paulette, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1969; M.S.N., Loyola University of Chicago, 1974; (RN)
Krauss, Nancy, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Johns Hopkins University, 1965; M.S., University of Maryland, 1967; (RN)*

Kreider, Mildred S., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S.N., Goshen College, 1958; M.S., University of Maryland, 1968; Ph.D., 1976; (RN)
Kunder, Antonia, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Colorado, 1968; M.S., University of Maryland, 1973; (RN)
Lawrence, Arlene M., Assistant Professor (Nutrition)

B.S., College of Misericordia, 1964; M.S., University of Maryland, 1973
Lazor, Elizabeth, Instructor of Nursing (Medical and Surgical Nursing)

B.S., Incarnate Word College, 1970; M.S.N., Medical College of Georgia, 1975; (RN
Leak, Elvira R., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S.N., D'Youville College, 1971; M.S., University of Maryland, 1973; (RN)
Leavitt, Jean D., Instructor of Nursing (Pediatric Nursing)

B.S., University of Pittsburgh, 1968; M.S., 1970; (RN)
Lensing William A., Instructor of Nursing (Medical and Surgical Nursing)

B.S.N., Loyola University, 1966; M.S.N., University of Illinois, 1973; (RN)
Lenz, Elizabeth R., Associate Professor of Community Health Nursing (Graduate Program)

B.S.N., DePauw University, 1964; M.S., Boston College, 1967; Ph.D., University of Delaware, 1976
Lewis, Frances M., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Loretto Heights College, 1967; M.N., University of Washington, 1968; M.A., Stanford University,

1974; (RN)
Lindberg, Ruth R., Instructor of Nursing (Pediatric Nursing)

B.S., University of Pittsburgh, 1968; M.S., University of Maryland, 1972; (RN)
Lindsey, Ada M., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Ohio State University, 1959; M.S., 1960; (RN)
Linthicum, Louise, Associate Professor of Maternity Nursing (Graduate Program)

B.S., Johns Hopkins University, 1959; M.S., University of Maryland, 1964; Ph.D., 1975; (RN)
Madison, Ann S., Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1962; M.S., University of Pennsylvania, 1964; Ph.D., University of Maryland,

1973; (RN)
Martin, Elizabeth A., Assistant Professor of Nursing (Maternity Nursing)

B.S.N., Tuskegee Institute, 1969; M.S., University of Maryland, 1974; (RN)
Matejski, Myrtle S., Assistant Professor, Career Development: Teaching of Nursing (Graduate Program)

B.S., Boston University, 1953; M.S., 1954; A.M., 1958; (RN)
Mayer, Judith A., Assistant Professor of Nursing (Maternity Nursing)

B.S., Northern Illinois University, 1973; M.S., 1974; (RN)
McBee, Betty, Assistant Professor of Nursing (Maternity Nursing)

B.S., University of Maryland, 1967; M.S., 1971; (RN)
McElroy, Evelyn M., Associate Professor of Psychiatric Nursing (Graduate Program)

B.S.N., University of Colorado, 1961; M.S., University of Maryland, 1966; Ph.D., 1973; (RN)*'
McEntee, Margaret, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Seton Hall University, 1968; M.S., University of Maryland, 1973; (RN)
McFadden, Ellen, Instructor of Nursing (Psychiatric Nursing)

B.S., University of Virginia, 1973; M.S., University of Maryland, 1974; (RN)
McGinty, Margaret A., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1971; M.S., 1974; (RN)
McManama, Delores A., Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S., University of Minnesota, 1959; M.S.N., Catholic University of America, 1962; (RN)
Mechalske, Helen R., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S.N. , University of Maryland, 1968; M.S.N., 1976; (RN)
Melcolm, Norma J., Director, Senior Year and Assistant Professor

B.S., Medical College of Georgia, 1966; M.S., University of Maryland, 1969; (RN)
Minahan, Sue P., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Texas Woman's University, 1962; M.N., University of Washington, 1973; (RN)
Moleski, Carol, Instructor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1970; M.S., Arizona State University, 1975; (RN)
Morgan, Ann P., Coordinator, Orientation and Faculty Development and Assistant Professor

B.S.N., Catholic University of America, 1960; M.S.N., 1971; (RN)
Moseley, H. Jewel, Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1959; M.S., 1963; (RN)
Murphy, Marion I., Dean and Professor of Nursing

B.S., University of Minnesota, 1936; M.P.H., University of Michigan, 1946; Ph.D., 1959; (RN)
Muth, Stephanie H. Assistant Professor of Nursing of Children (Graduate Program)

B.S., Capital University, 1963; M.S., University of California (San Francisco), 1969; (RN)
Neal, Margaret T., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Southern Missionary College, 1965; M.S.N., Catholic University of America, 1970; (RN)
Neal, Mary V., Chairperson, Maternal and Child Nursing and Professor (Graduate Program)

B.S., University of Maryland, 1949; M. Litt., University of Pittsburgh, 1952; Ph.D., New York University,

1968; (RN)

Newman, Barbara R., Assistant Professor of Nursing (Medical-Surgical Nursing)

B.A., Oklahoma City University, 1970; M.S., University of Maryland, 1973; (RN)
Newton, Laura D., Instructor of Nursing (Maternity Nursing)

B.S.N., Duke University, 1967; M.S., University of Maryland, 1975; (RN)
Northrop, Cynthia E., Instructor of Community Health Nursing (Graduate Program)

B.S., Columbia Union College, 1972; M.S., University of Maryland, 1975; (RN)
Oatway, David M., Instructor of Nursing (Community Health Nursing)

B.S.N., California State College, 1967; M.P.H., University of Minnesota, 1974; (RN)
O'Brien, Maureen, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Boston College, 1964; M.A., Boston University, 1967; (RN)
O'Neal, Daniel ). Ill, Assistant Professor in Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1966; M.A., New York University, 1972; (RN)
O'Toole, Susan, Instructor of Nursing (Community Health Nursing)

B.S., Georgetown University, 1967; M.S., University of North Carolina, 1975; (RN)
Pape, Linda L., Assistant Professor of Nursing (Medical-Surgical Nursing)

B.S., Columbia University, 1963; M.N., University of Pittsburgh, 1972; (RN)
Parelhoff, Sally )., Assistant Professor of Nursing (Community Health Nursing)

B.S., lohns Hopkins University, 1965; M.S., University of Maryland, 1972; (RN)
Parker, Barbara )., Instructor of Nursing (Psychiatric Nursing)

B.S., University of Illinois, 1968; M.S., University of Maryland, 1976; (RN)
Peddicord, Karen S., Assistant Professor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1970; M.S., 1972; (RN)
Perry, Lesley A., Assistant Professor of Nursing (Pediatric Nursing)

B.S.N. , Roberts Wesleyan College, 1966; M.S., Boston University, 1969; (RN)
Preston, Vivian G., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Pennsylvania State University, 1970; M.S., Boston University, 1975; (RN)
Prorok, Colleen, Instructor of Child Psychiatric Nursing (Graduate Program)

B.S., D'Youville College, 1969; M.S., University of Maryland, 1973; (RN)*
Proulx, Joseph R., Associate Professor, Career Development: Administration of Nursing (Graduate Program)

B.S., University of Bridgeport, 1961; M.S.N., University of Pennsylvania, 1966; Ed.D., Teachers College,

Columbia University, 1972; (RN)
Rapson, Mary, Assistant Professor in Primary Care Nursing (Graduate Program)

B.S., University of Maryland, 1961; M.S., 1967; (RN)
Rawlings, Norma R., Assistant Professor of Nursing (Maternity Nursing-Media)

B.S., Winston-Salem University, 1964; M.S., University of Maryland, 1968; (RN)
Reid, Marlene B., Associate Professor of Psychiatric Nursing (Graduate Program)

B.S.N. , Catholic University, 1960; M.S.N., 1961; Ph.D., 1969; (RN)
Reiff-Ross, Eleanor, Assistant Professor, Center for Research and Evaluation

A.B., Hunter College, 1947; A.M., Columbia University, 1948; M.Ed., University of Maryland, 1968; Ph.D.,

1972
Robinette, Marjorie, Assistant Professor, Career Development: Teaching of Nursing (Graduate Program)

B.S., University of Maryland, 1965; M.S., 1968; (RN)
Robinson, Lisa, Professor of Psychiatric Nursing (Graduate Program)

B.S., American University, 1961; M.S., University of Maryland, 1965; Ph.D., 1970; (RN)**
Rojek, Evelyn, Assistant Professor of Nursing (Medical-Surgical Nursing)

B.S.N., DePaul University, 1958; M.S.N., Catholic University of America, 1974; (RN)
Rollings, )o Ann, Instructor of Nursing (Medical-Surgical Nursing)

B.S., Baylor University, 1969; M.N., University of Washington, 1974; (RN)
Ruth, Mary V., Chairperson, Community Health Nursing and Associate Professor (Graduate Program)

B.S., Georgetown University, 1 953; M.S., Yale University, 1 961 ; Dr. P. H., Johns Hopkins University, 1 976;

(RN) Certified Nurse-Midwife
Ryan, Judith W., Assistant Professor of Nursing (Primary Care: Continuing Education)

B.S., University of Connecticut, 1965; M.S., Boston University, 1967; (RN)
Sanbury, Virginia, Assistant Professor of Nursing (Pediatric Nursing)

B.S., Johns Hopkins University, 1956; M.S., Boston University, 1966; (RN)
Sands, Rosetta, Assistant Dean, Undergraduate Curriculum and Assistant Professor

B.S., University of Maryland, 1966; M.S., 1970; (RN)
Sayle, Suzanne F., Instructor of Nursing (Psychiatric Nursing)

A.S., Briarcliff College, 1970; B.S., Cornell University, 1972; M.S., University of Maryland, 1976; (RN)
Scott, Doris E., Assistant Professor of Nursing (Human Development)

B.S.N.. Dillard University, 1963; M.S., Boston University, 1968; (RN)*
Shelley, Sonya I., Director, Research and Evaluation Center and Associate Professor

B.S., University of Wisconsin, 1958; M.Ed., University of Maryland, 1971; Ph.D., 1973
Shubkagel, Betty L., Chairperson and Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1 954; M.N.Ed., Emory University, 1 957; Ph.D., University of Maryland, 1 976;

(RN)

Silber, Deborah H., Instructor of Nursing (Psychiatric Nursing-Alcoholism and Drug Abuse)

B.S., University of Maryland, 1973; M.S., 1974; (RN)
Small, Norma R., Assistant Professor of Nursing (Medical-Surgical Nursing)

B.S., Incarnate Word College, 1965; M.S., University of Colorado, 1971; (RN)
Smith, Claudia M., Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1965; M.P.H., University of North Carolina, 1971; (RN)
Smith, Mary E., Instructor of Nursing (Medical- Surgical Nursing)

B.S., Misericordia College, 1968; M.N., University of Florida, 1973; (RN)
Smith, Ruth S., Assistant Professor of Nursing (Medical-Surgical Nursing)

A.B., Asbury College, 1960; M.N.Ed., University of Pittsburgh, 1964; (RN)
Smith, Sheila C, Instructor of Nursing (Pediatric Nursing)

B.S.N., Indiana University, 1970; M.S., 1974; (RN)
Solomon, Natalie S., Instructor of Nursing (Community Health Nursing)

B.S., Skidmore College, 1971; M.S., New York University, 1974; (RN)
Spilman, Helen P., Instructor of Nursing (Medical-Surgical Nursing)

B.S., University of Maryland, 1971; M.S., 1974; (RN)
Spivack, Barbara )., Coordinator for Student Personnel Services

A.B., Michigan State University, 1965; M.A., 1969
Stabingas, Sandra F., Instructor of Nursing (Medical-Surgical Nursing)

B.S., University of Maryland, 1968; M.S.N., University of Pennsylvania, 1975; (RN)
Stewart, Daryl C, Assistant to the Dean, College Park

B.S., Cornell University, 1956; Ph.D., 1959
Stremmel, Jean, Assistant Professor (Continuing Education)

B.S., Johns Hopkins University, 1954; M.S., University of Maryland, 1973; (RN)
Stuart, Gail E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S.N., Georgetown University, 1971; M.S., University of Maryland, 1973; (RN)
Sullivan, Margaret A., Instructor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1971; M.S., 1974; (RN)
Tross, Eleanor W., Assistant Professor of Nursing (Community Health Nursing)

B.S., Boston College, 1956; M.S., University of Pennsylvania, 1962; (RN)
Veditz, Shirley R., Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1970; M.S., 1972; (RN)
Venn, Regina, Director, Junior Year and Assistant Professor

B.S., University of Virginia, 1964; M.N., Emory University, 1968; (RN)
Vineys, Eugenia A., Assistant Professor of Nursing (Pediatric Nursing)

B.S.N., Incarnate Word College, 1970; M.S.N., Texas Woman's University, 1974; (RN)
Voigt, Irena L, Assistant Professor of Nursing (Pediatric Nursing)

B.S., Columbia Union College, 1967; M.S., University of Maryland, 1973; (RN)
Waldo, Elizabeth M., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Cornell University, 1955; M.S., University of Maryland, 1974; (RN)
Walker, Marcus L, Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Teachers College, Columbia University, 1957; M.A., Teachers College, 1959; M.P.H., Johns Hopkins

University, 1972; Dr. P.H., 1976; (RN)
Wallace, Margaret A., Assistant Professor of Maternity Nursing (Special Assistant: Graduate Program)

B.S.N. Ed., Duke University, 1955; A.M., 1958; Ed.D., 1964; (RN)*
Waltz, Carolyn A., Associate Professor, Center for Research and Evaluation

B.S., University of Maryland, 1963; M.S., 1968; Ph.D., University of Delaware, 1976; (RN)
Ward, Catherine E., Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S., Johns Hopkins University, 1954;" M.S., Boston University, 1962; (RN)
Washington, Lawrence C, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1969; M.S.N. , Catholic University of America, 1972; (RN)
Waskey, Patricia A., Instructor of Nursing (Medical and Surgical Nursing)

B.S., St. Joseph College, 1970; M.S., University of Maryland, 1975; (RN)
Watson, Eileen, Instructor of Nursing (Psychiatric Nursing)

B.S.N., Fairleigh Dickinson University, 1967; M.S.N., University of Texas at Austin, 1975; (RN)
Weakland, Mary, Instructor of Nursing (Medical and Surgical Nursing)

B.S., Pennsylvania State University, 1970; M.S., University of Maryland, 1974; (RN)
Wells, Carol G., Assistant Professor of Nursing (Psychiatric Nursing)

B.S.N., University of Texas, 1967; M.N., University of California, 1973; (RN)
Weinstein, Ruth K., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1960; M.S., 1974; (RN)
Weisburger, Linda, Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1972; M.S., 1976; (RN)
White, Caroline M., Assistant Professor in Community Health Nursing (Graduate Program)

B.S., Columbia University, 1962; M.P.H., Johns Hopkins University, 1964; Dr. P.H., 1974; (RN)
Williams, Linda L., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Columbia Union College, 1962; M.S., University of Maryland, 1970; (RN)

Wilsker, Donna C, Assistant Professor of Nursing (Maternity Nursing)

B.S., University of Bridgeport, 1971; M.S., University of Maryland, 1973; (RN)
Wilson, Margaret, Assistant Professor of Nursing (Pediatric Nursing)

B.S., University of Missouri, 1967; M.S., University of Florida, 1972; (RN)
Wohlsen, Kathryn S., Associate Professor of Nursing (Community Health Nursing)

A.B., Western Reserve University, 1938; M.N., 1941; M.A., Cojumbia University, 1947; (RN)
Wright, Pamela )., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Fairleigh Dickinson University, 1971; M.S., Catholic University of America, 1974; (RN)
Wyatt, Janet S., Assistant Professor of Nursing (Community Health Nursing)

B.S., Keuka College, 1971; M.S., University of Alabama, 1974; (RN)

* Part time appointment

** Joint appointment in School of Medicine

ASSISTANT INSTRUCTORS

Ansel, Gail A., Assistant Instructor of Nursing (Maternity Nursing)

B.S., University of Maryland, 1975; (RN)
Bacot, Mary H., Assistant Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1974; (RN)
Kelleher, Patricia W., Assistant Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1972; (RN)

CAMPUS
MAP

BUILDING KEY, UNIVERSITY OF MARYLAND AT BALTIMORE

1 Ailed Health Professions BuMng,
32 S Greene Street

Medical Technology, School of
Pharmacy. Physical Therapy,
Radiologic Technology classrooms,
offices, laboratories

2 Alpha House. 828 N. Eutaw Street
(off campus)

3 Balbmore Union, 621 W Lombard
Street

Cafeteria, student housing, meeting
rooms for students and faculty,
lounges.

4 Bressier Research Building. 29 S.
Greene Street

Medical school research laborato-
ries, Baltimore offices of the univer-
sity's Board of Regents

5 Communty Mental Health and Re-
tardation Center (under construc-
tion), Fayette and Arch Streets
The university wil use the $12 mil
lion plus facilty jomily wth the In-
ner Cty Mental Health Program
and the State Department of Mental
Hygiene.

6 Community Pediatric Center, 412
W Redwood Street (off campus)
Innovative program of comprehen-
sive health care for children In
southwestern health district Feder-
ally funded.

7 Davidge Hall. 522 W Lombard
Street

Built in 1812 and designed by R
Cary Long, who used the Pantheon
In Rome as his model The oldest
building In the nation used continu-
ously for medical education. The
university's Medical Alumni Associ-
ation plans to restore the building to
Ss original state and open I to the
pubic as a medical museum.

8 Dunning Hall, 636 W Lombard
Street

School of Pharmacy classrooms and
offices Drug manufacturing lab,
poison information center

9 Fayette Street Garage. 633 W Fay
ette Street

10 Gray Laboratory. 520 Rear W
Lombard Street

Medical school offices and laborato-
ries. Physical Therapy offices. Per-
sonnel training room.

11 Hayden-Harrts Hall, 666 W Bath
more Street

School of Dentistry clinics, class-
rooms, offices Opened tn 1970
12. Health Sciences Computer Center,
610 W Lombard Street
Computer Center, pharmacy school
offices and labs. Medical Technol-
ogy labs, Division of Clinical Investi-
gation. Office of Student Affairs.

13 Health Sciences Library, 111 S.
Greene Street

Main library for all professional
schools except the School of Law.
Includes historical book collection
and computerisd circulation and
information services

14 Howard Hall. 660 W Redwood
Street

Central Administration offices med-
ical school classrooms offices, labs

15 Howard Hall AddMton, 655 W Bal-
timore Street

Medical school classrooms offices
labs.

16 Institute of Psychiatry and Human
Behavior. 645 W Redwood Street
(F wing of hospttal)

The medical school's center for psy-
chiatric teaching and research as
well as inpatient and outpatient

17 KeDv Memorial Building. 650 W
Lombard Street

Headquarters of Maryland Pharma-
ceutical Association B OBve Cole
Museum.

IS Law Building (Lane Hall), 500 W
Baltimore Street
School of Law classrooms offices

19 Lombard Building, 511 W Lom-
bard Street

Bookstore. Juvenile Law Clinic,
University Relations,

20 Maryland Institute for Emergency
Medicine, 22 S Greene Street
The first major trauma program in
the nation, combining multidtscrpl-
nary teaching and research with ex-
pert round-the-clock care for the
critically ll and injured Many pa-
tients are brought by state potke
helcopter from all parts of Mary-
land

21 Medical School Teaching Facilty
(under construction), 10 S. Pine
Street

1Z. Medical Technology Building, 31 S
Greene Street
Medical school offices, labs

23 Mencken House. 1524 Hollins
Street (off campus)

24 Methadone Program, 104 N
Greene Street (off campus)

25 National PKutary Agency, 210 W
Fayette Street (off campus)
Under contract with the National
Institutes of Health, the University
of Maryland administers the NPA,
which is the official agency for col-
lection and distribution of human
pituitary hormones for research pur-
poses.

26 Newman Center, 712 W Lombard
Street

27 NOsson House. 826 N Eutaw Street
(off campus)

2S Parsons Residence Hall, 622 W

Lombard Street
29 Pratt Street Garage and Exercise

Facilty (under construction)

30 Redwood Hall. 721 W Redwood
Street

Division of AlcohoHsm and Drug
Abuse offices clinical areas.

31 School of Nursing Building. 655 W
Lombard Street

Modem classroom and office facilty
for nursing school, completed In
1971

32 School of Social Work and Admin-
istration Building. 525 W Redwood
Street

Office of the chanceHor School of
Social Wont and Community Plan-
ning classrooms offices

35 State Medical Examiner's Building.
Ill Penn Street

34 Stroke Center, 412 W Redwood
Street (off campus)

35. Temporary Academic Building, 601
Rear W Lombard Street
School of Social Work and Com-
munity Planning classrooms offices

36 Tuerk House. 106 N Greene Street
(off campus)

Residential facilty for alcohofism
programs of the University of Mary-
land Hospttal. (Also Alpha and Nils-
son Houses)

37 University College. 520 W Lom-
bard Street

Offers degree and non-degree edu-
cational programs, usually held In
the late afternoon or evening for
adults

38 Untversty Garage. 701 W Red-
wood Street

Western Health Cbnic, 700 W
Lombard Street

Whltehurst Hall, 624 W Lombard
Street

Graduate School office, nursing,
pharmacy, socbl work and commu-
nity planning offices classrooms

University of Maryland
at Baltimore

This publication produced
by the Office of University Relations,
51 1 W. Lombard Street
Baltimore, Maryland 21201

Director

Walter T. Brown
Art Director Designer

Marge Schweizer
Photographer

Philip Szczepanski

V
N

S
o,

School of Nursing

University of Maryland

Baltimore, Maryland

21201

UNIVERSITY

OF MARYLAND

AT BALTIMORE

1978-1980

SCHOOL OF NURSING

UNIVERSITY

OF MARYLAND

AT BALTIMORE

1978-1980

-■ • "

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•* s . -.•

■ i± ' in

I ■ MP -x

*fif«»W

CONTENTS

General Information 5

Instructional Facilities and Resources 1 1

Undergraduate Program 1 5

Graduate Program 35

Continuing Education Program 57

Administration 59

Calendar 65

The Faculty 67

Campus Map 73

GENERAL INFORMATION

STATEMENT OF PHILOSOPHY

The School of Nursing, an autonomous educational unit within the University of Mary-
land, derives the broad outlines of its purpose and functions from the philosophy and
policies of the University. The faculty of the School of Nursing is accountable for imple-
menting the triad of University functions: teaching, research and service. These functions
are attuned to the ever-changing needs of society in the global community. The faculty
recognizes the interrelationships between teaching, research and practice in nursing.
Through participation in research and utilization of valid research findings, teachers
and learners contribute to effective nursing practice.

Inherent to the practice of nursing is the shared belief that man is an integration of
components and processes that cannot exist independently of each other. Internal and
external environmental influences alter man's state of health from moment to moment
throughout the life cycle. The stimulus for change can emanate from either environ-
ment as both evolve through the continuum of time. When manipulation of these forces
is required to enhance man's potential for health, nursing can enter as a means to bridge
the gap between potential and actual health states.

The goal of professional nursing is to assist the individual, the family and the
community in the development of their potential by helping each to gain, maintain or
increase his optimal level of health. Interacting in a dynamic way, the nurse becomes
an integral part of the environment of the client, acting with awareness of selected
factors operating within that environment. Through a mutual relationship based on
trust, the nurse demonstrates respect for the client's autonomy, integrity, dignity and
feelings, and recognizes rights and responsibilities. This kind of nursing is best fostered
in a delivery system which is responsive to the range of internal and external forces
affecting health care, strengthening the forces which contribute to higher states of health
and diminishing those which lead to reduced levels of health. The goal of nursing is
achieved through recognition of specific needs of consumers and the mobilization and
distribution of resources to meet those needs. The effective operation of the health care
system requires essential input from both consumers and professional nurses to achieve
desired goals.

Education is an on-going process which involves the teacher and the learner in
pursuing and sharing knowledge in an organized setting with planned experiences re-
sulting in desired behavioral change. Believing in democratic principles, the faculty
emphasizes its faith in the individual as a being of inherent worth and dignity who has
the right and responsibility to participate in the educative process to the extent of his
capabilities. Learning is enhanced in a setting which encourages analytical evaluations
of existing health practices and open communication among members of the various
health services. Under the guidance of the faculty, purposeful behavior is encouraged
and developed in students through the incorporation of knowledge from the humanities
and the behavioral, biological and physical sciences with current theory and practice in
professional nursing.

The three educational programs within the School of Nursing, undergraduate,
graduate and continuing education, have evolved from and are in agreement with this
philosophy. Elaboration of this basic philosophy will be found in sections of this bulletin
dealing with the undergraduate program, the graduate program and the continuing
education program.

HISTORY

The School of Nursing, one of six professional schools of the University of Maryland
at Baltimore, was established on December 15, 1889 by Miss Louisa Parsons in the old
University Hospital Building on Lombard and Greene Streets. Miss Parsons had been a
student of Florence Nightingale and was a graduate of Miss Nightingale's school at St.
Thomas' Hospital in London.

The original curriculum of the University of Maryland Training School, which
required two years for completion, was extended to three years in 1902. In 1920 the
School of Nursing became a separate unit of the University administered by the hospital.
An optional five-year curriculum was instituted in 1926 combining two years of arts
and sciences on the College Park campus and three years at the School of Nursing in
Baltimore. Both a Bachelor of Science degree and a Diploma in Nursing were awarded
upon completion of the five year program. This sequence, as well as the three-year
hospital school, phased out in 1952 when Dr. Florence M. Gipe, now dean emerita,
became dean of the new autonomous four-year program leading to the Bachelor of
Science degree in Nursing.

In 1954 the School of Nursing became a department of the Graduate School which
awards the degree of Master of Science with a major in nursing to qualified candidates.
One of Dean Gipe's lasting contributions to nursing education in the south was her
leadership in establishing graduate education within the Nursing Council of the Southern
Regional Education Board. Together with the deans of five other Schools of Nursing
with accredited graduate programs, she pioneered in setting guidelines and interpreting
the need for graduate programs of high quality.

The first decentralized setting of the School of Nursing where qualified (under-
graduate) students could complete the nursing major was established when the Walter
Reed Army Institute of Nursing (WRAIN) was created in 1964 through a contractual
arrangement between the University of Maryland and the Department of the Army.
Students in this program were subsidized during the junior-senior years and following
graduation were obligated to serve for three years in the Army Nurse Corps. The Walter
Reed Army Institute of Nursing closed with the last class of WRAIN students graduating
in June, 1978. A second decentralized program was initiated in 1974 through an agree-
ment between the University and the Mercy Hospital Clinical Center in Baltimore.
Organized along lines somewhat similar to WRAIN, with Mercy Hospital bearing the
main expense of instruction, the Mercy program represents a unique way in which one
private hospital chose to continue its support to nursing education after closing its
hospital school. A first University of Maryland class of 33 students whose main clinical
base had been the Mercy Clinical Center graduated in June, 1976. Students in the de-
centralized program meet the School's admission criteria. Faculty at this center are
appointed by the University of Maryland and utilize University-approved clinical re-
sources in providing learning experiences which meet requirements of the School of
Nursing curriculum. Although in a decentralized setting, both faculty and students func-
tion as one school.

The employment of a director of continuing education in 1969 resulted in much
appreciated services to nurses throughout Maryland. Subsequent development of re-
gional committees has involved large numbers of nurses in planning for continuing edu-
cation programs geared to specific interests and needs (See Continuing Education,
page 57).

A multimedia self-instructional grant from the Division of Nursing, Department
of Health, Education and Welfare, during 1969-74, provided the stimulus for the devel-
opment and use of newer teaching-learning strategies. An Instructional Media Center
staffed with nursing faculty and skilled technicians has continued to be a valuable re-
source to faculty and students.

for Research and Evaluation in 1975 provided for the coordination of research courses
as well as additional consultative services to both faculty and students.

Since early days, the baccalaureate curriculum has been available to registered
nurses who wished to pursue further study. However, in recent years faculty have put
forth great effort to encourage nurses who demonstrated motivation and ability to avail
themselves of options which increasingly are available to the adult learner in higher
education. Admission to the School's integrated upper division clinical program was
facilitated by administration of newly designed challenge examinations. Clinical experi-
ences available to R.N.'s provided innovative approaches to meeting objectives of the
baccalaureate curriculum. Further evidence of the School's concern for enlarging the
pool of baccalaureate prepared nurses in Maryland was the institution in 1975 of an
outreach program for "community bound" nurses in Western Maryland and the Eastern
Shore. The first outreach program class of 27 students graduated in June, 1978.

Faculty have accomplished a complete revision of both baccalaureate and graduate
curricula in recent years. Implementation of the former was initiated in the fall of 1972
concurrently with a very large increase in upper division nursing enrollment of the
Baltimore campus. Since 1974, because of limitations in the availability of clinical facili-
ties in the Baltimore metropolitan area, it has been necessary to restrict admissions to
the junior class (UMAB and Mercy) to 300 students. The new graduate curriculum,
which was granted approval by the Graduate School early in 1976, is characterized
by flexibility in the choices offered to students. The revision also was responsible for
the creation of a new Department of Primary Health Care. In 1978, the opportunity
for specialization in gerontological nursing was added to the graduate curriculum.
In addition to preparing competent practitioners to meet current health care needs, both
curricula endeavor to provide graduates with a foundation to adapt to and influence
changing trends in health care delivery.

During the 1977-78 academic year, the second dean of the School of Nursing,
Dr. Marion I. Murphy, announced her retirement plans. She served as dean from
1967-78 guiding the School and faculty with imaginative and assertive leadership and
continuously working to assure quality educational opportunities for more nurses at all
levels of preparation. During her tenure as dean, Dr. Murphy served as Chairperson
of the Maryland Commission for Nursing; this Commission proposed ten recommenda-
tions based on identified nursing education needs of the state of Maryland. In her final
year as dean, a substantive proposal for a doctoral program in nursing leading to the
award of a Ph.D. degree was developed and approved by the University. Implementation
of the doctoral program in nursing is planned for the fall semester, 1979. The addition
of this program increases the level of educational preparation offered by the School of
Nursing and is congruent with and supportive to the missions of the University.

NURSES' ALUMNI ASSOCIATION

Organized in 1895, School of Nursing alumni provided early leadership in the organiza-
tion of the Maryland Nurses' Association and in passage of the Nurses' Licensing Act of
1903. Over the years alumni have demonstrated not only their strong support of the
School but awareness of changes taking place in nursing. Although incorporated as
Alumnae, the Association changed its title to Alumni in 1964 thus establishing the eligi-
bility of men graduates for memberships. The historic pin, designed by Tiffany's for the
class of 1894, bore the inscription Nurses' Alumni Association until 1970 when, by
action of the Association, the lettering for future graduates was changed to School of
Nursing, University of Maryland. The Nightingale cap, bestowed by the School's founder,
Louisa Parsons, remains the property of the Alumni Association. Since 1968, all bac-
calaureate graduates of the School of Nursing are eligible to purchase the cap.

THE CAMPUS:

THE UNIVERSITY OF MARYLAND AT BALTIMORE

The tradition of education of the human service professions on the Baltimore campus
began with the founding of the School of Medicine in 1807. The Dental School was the
first in America; other professional schools in order of date of origin are Law, Pharmacy,
Nursing and Social Work and Community Planning. These professional schools repre-
sent a tremendous resource to the community in which they are located. Also, their
proximity to one another offers rich opportunity for interprofessional activities of a
service and research nature. The professional schools of the University of Maryland at
Baltimore have accepted as one of their major missions, leadership responsibility for the
continuing improvement of health care delivery in Maryland. This will be accomplished
by educating and training the appropriate kinds and numbers of professionals to meet
the needs of the people of the state. The development of improved methods of health
care delivery will be incorporated into the education process, including those which en-
sure efficiency and establish standards for quality of care.

The UMAB campus is situated in the heart of the downtown section of Baltimore,
a city whose early historic origins are rivaled only by tremendous urban center develop-
ments in recent years. Baltimore is one of the foremost commercial, cultural and scien-
tific centers on the Eastern seaboard and offers unlimited extracurricular activities to
students and visitors.

ACCREDITATION AND MEMBERSHIP

The University of Maryland is a member of the Association of American Colleges and
is accredited by the Middle States Association of Colleges and Secondary Schools. The
undergraduate and graduate programs of the School of Nursing are accredited by the
National League for Nursing; the School also maintains membership in the Council of
Member Agencies of the Department of Baccalaureate and Higher Degree Programs of
the National League for Nursing. The baccalaureate program is approved by the Mary-
land State Board of Examiners of Nurses. The School is represented in the Council on
Collegiate Education for Nursing of the Southern Regional Education Board by the
dean, associate deans for undergraduate and graduate studies and the director of con-
tinuing education. The School also is a member of the American Association of Colleges
of Nursing.

EQUAL OPPORTUNITY

Qualified applicants are admitted without discrimination in regard to age, creed, ethnic
origin, marital status, handicap, race and sex. The enrollment of the racial minority

student, the male student, and the adult learner has been increasing annually. In line
with its stated philosophy, the School of Nursing encourages students with diversified
backgrounds to seek admissions to the baccalaureate and graduate programs, thereby
enriching the educational experience for all.

Similarly, effort is made to recruit faculty with diversified backgrounds particularly
representatives of minority groups. Although all faculty carry certain common responsi-
bilities, the black or male faculty member undeniably becomes a role model further
illustrating the School's commitment to affirmative action.

REGISTRATION ON CAMPUSES WITHIN THE UNIVERSITY OF
MARYLAND SYSTEM

Registration at one of the University of Maryland campuses permits a student to
register for courses (space available) offered by another campus within the University
of Maryland system.

DETERMINATION OF RESIDENCE

The Board of Regents of the University of Maryland approved new regulations for the
determination of in-state status for admission, tuition and charge-differential purposes
effective January 1974. A copy of the regulations may be obtained from the Office of
Admissions and Registrations.

INSURANCE COVERAGE

All nursing students, undergraduate and graduate, enrolled for clinical nursing courses,
are required to carry malpractice liability insurance.

INSTRUCTIONAL FACILITIES
AND RESOURCES

HEALTH SCIENCES LIBRARY

The Health Sciences Library, situated near the School of Nursing, serves the schools
of nursing, medicine, dentistry, pharmacy and social work and community planning. Its
resources include over 92,000 books, 99,800 serials and 18,800 non-print materials.
The Library subscribes to 138 abstracting and indexing services and 3,200 scientific
journals. Computerized reference and bibliographic services are available. Study space
is provided and a staff of professional librarians assists the student body in the use of
library resources.

INSTRUCTIONAL MEDIA CENTER

The School of Nursing offers opportunity for both individual and group learning activi-
ties.

Self-Instruction: The rationale for this approach is that the knowledge and skills
needed by individual nursing students vary at any given time. Availability of appropriate
materials in self-instructional format provides for this diversity of needs. As the result of
a special project, a group of faculty and technicians developed and produced a large
number of multimedia self-instructional study units. In addition, commercially prepared
materials have been purchased as appropriate to meet students' needs. The environment
for self-study is an Instructional Media Laboratory with 68 carrels including a variety
of equipment. Undergraduate students may be required to study specific units as course
requirements and may peruse other self-instructional materials relevant to their indi-
vidual learning needs. Graduate students utilize the laboratory on a selective basis.

Skills Practice: Undergraduate students who wish to practice certain nursing skills
and procedures may do so in a Skills Laboratory adjoining the Media Center. The
laboratory contains typical clinical equipment which enables students to simulate direct
care situations. A Skills Laboratory Committee of faculty members prepares skill guides
to assist the student using the laboratory; an R.N. laboratory assistant is available to
provide guidance to students on a part-time basis.

Both the Instructional Media Laboratory and the Skills Laboratory are open during
early evening hours.

Group Instruction: Classroom instruction at the School of Nursing is supported
through a variety of media services. Movie projectors, overhead projectors, audio tape
recorders and other equipment are available for use in classes or seminars. A library of
film and other media catalogs is maintained to help faculty locate desired films, tapes
and other resources. Materials for and assistance in the production of slides and over-
head projector transparencies are available to faculty members who wish to make use
of those techniques.

The School also has a closed circuit television studio where live or taped programs
can be produced. A portable videotape system and production assistance are available
for faculty and students who wish to videotape projects on their own.

CENTER FOR RESEARCH AND EVALUATION

As nursing moves forward in the establishment of its own theoretical base and explores
its relationship to other human services, research has assumed new dimensions. The
School of Nursing provides introductory courses in research methodology for under-
graduate students and more advanced offerings for graduate students. The faculty of
the Center for Research and Evaluation, in addition to teaching, are available to assist
faculty and graduate students with research design, sampling procedures, techniques
of measurement, data collection and analysis as well as preparation of reports and
proposals. A specialist in educational evaluation, who joined the center faculty in 1976,
provides leadership in evaluation of curricula and other areas. The Center has a Re-
search Reading Room with a collection of 200 books primarily devoted to aspects of
research methodology; selected journals; and a file of measurement instruments appro-
priate for use in behavioral research and a Data Analysis Laboratory that houses a
teletype and a variety of mini-calculators and mini-computers for faculty and student
use. Instruction in utilization of hardware in the laboratory is available. Computer service
facilities on both the Baltimore and College Park campuses also are utilized extensively.
School of Nursing faculty participate in a regional research consortium and gradu-
ate students from a three-state area meet annually for informal presentations of their
research projects. Undergraduate and graduate faculty and interested students share
membership in a Research Committee of the School of Nursing. Research of a multi-
disciplinary nature is increasingly possible as nursing and other health disciplines have
identified common problems. The School schedules two "Research Days" during the
academic year to highlight such activities as part of its faculty development program.

STUDENT SERVICES: UNDERGRADUATE AND
GRADUATE PROGRAMS

NATIONAL HONOR SOCIETY OF NURSING Sigma Theta Tau, founded in 1922,
is the national honor society of nursing; Pi Chapter was established at the University
of Maryland in 1959. The purposes of Sigma Theta Tau are to recognize superior
scholarship achievement, encourage and support research activities, and strengthen com-
mitment to the ideas and purposes of the nursing profession.

Candidates for membership are selected from the basic baccalaureate, the registered
nurse, and the graduate students in nursing as well as outstanding nurses from the com-
munity. Selection is based on scholastic achievement, leadership qualities, creativity,
professional standards and commitment.

WHO'S WHO AMONG STUDENTS IN AMERICAN UNIVERSITIES AND COL-
LEGES Membership in this organization is open to juniors, seniors and graduate
students in the School of Nursing. Both students and faculty participate in the nomina-
tion and selection of members on the basis of the following criteria: scholarship ability,
participation and leadership in academic and extracurricular activities, citizenship and
service to the school and potential for future achievement.

PHI KAPPA PHI Phi Kappa Phi is a national honor society which was established at
the University of Maryland in 1920. Its objective is to foster and recognize outstanding
scholarship, character and social usefulness in students from all areas of instruction.

Candidates for membership are selected from the basic baccalaureate, the registered
nurse and the graduate students in nursing.

OTHER AWARDS School of Nursing students are eligible for several types of awards
upon completion of the undergraduate or graduate program. The awards, which are_
presented at an academic convocation, have been donated by the Nurses' Alumni Asso-
ciation or other groups or individuals who wish to recognize outstanding individuals in
the student body. An annual Research Award is presented to a graduate student in
recognition of an outstanding thesis.

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UNDERGRADUATE PROGRAM

UNDERGRADUATE PROGRAM OVERVIEW

The program in professional nursing, leading to the degree of Bachelor of Science in
nursing, is available to women and men who have established eligibility for admission
to the University. The first two years of preprofessional study (lower division work) are
available at University of Maryland campuses or at any other accredited college or
university. On these campuses, the student pursues a program geared to providing
fundamentals of a liberal education and subjects which are supportive to the study of
nursing. The junior and senior years are devoted to completing the nursing major, re-
lated courses and electives on the Baltimore campus and at the Mercy Clinical Center
in Baltimore.

Registered nurses who desire to bring their previous preparation for nursing in line
with requirements for the baccalaureate degree are encouraged to establish eligibility for
admission. Credits previously earned at an accredited two or four-year college or uni-
versity are assessed according to University of Maryland and School of Nursing policies
governing transfer; opportunity to establish credit for certain foundational and nursing
courses is provided.

OBJECTIVES OF THE UNDERGRADUATE PROGRAM

The baccalaureate graduate of the University of Maryland School of Nursing is com-
mitted to the total well-being of people and demonstrates respect for their dignity, worth,
autonomy and uniqueness. In ambulatory, community, and inpatient settings, the grad-
uate provides effective nursing care that assists individuals, families and other groups
at any point on the health continuum to attain, regain, or maintain their maximum level
of health and highest level of functioning.

The baccalaureate program provides a learning environment which fosters pur-
poseful self-direction; implementation of nursing care is based on a deep grasp of nurs-
ing knowledge and skill, analytical thinking and discriminative judgment. As a result of
the educative process, and following an appropriate orientation to a nursing care setting,
the graduate is able to assume beginning leadership in the practice of nursing. Aware-
ness of nursing's effectiveness on the improvement of health care services to people
gives impetus to the graduate's continuing search for knowledge which supports practice.

To achieve these ends, the graduate:

1. synthesizes selected concepts from the affective, cognitive, and psychomotor
domains in formulating a philosophy of nursing;

2. uses affective, cognitive, and psychomotor behaviors in applying the nursing
process to individuals and small groups;

3. demonstrates personal and professional growth with increasing self-direction;

4. demonstrates leadership in own nursing practice;

5. demonstrates responsible organizational behaviors in meeting professional
goals within health care agencies;

6. collaborates in the assessment of and planning for meeting the health care
needs of individuals and small groups;

7. improves own nursing practice through the evaluation and application of
selected research.

UPPER DIVISON PROGRAM — ARTICULATION PROGRAMS

The undergraduate nursing program of the University of Maryland is an upper divi-
sion program. This means that a student must successfully complete two years of college
coursework prior to entering the School of Nursing at Baltimore. The required lower
division courses taken in the first two years of study may be taken at any accredited
institution of higher education. The following have designed special articulation pro-
grams which facilitate a student's admission to the School of Nursing:

Anne Arundel Community College

Alleghany Community College

Catonsville Community College

Cecil Community College

Charles County Community College

Chesapeake College

The Community College of Baltimore

Dundalk Community College

Essex Community College

Frederick Community College

Garrett Community College

Hagerstown Junior College

Harford Community College

Howard Community College

Montgomery College

Prince George's Community College

Frostburg State College

University of Maryland — Baltimore County Campus

University of Maryland — College Park Campus

University of Maryland — Eastern Shore Campus

The articulation program for each of the above listed community colleges is de-
scribed in a booklet entitled as follows: "Programs Articulated Between (insert one of
the above) College and the University of Maryland at Baltimore City." This booklet is
kept in the counseling center of each community college. The articulation program for
the following institutions is listed in their college catalogue:

University of Maryland — Baltimore County
University of Maryland — College Park
University of Maryland — Eastern Shore
Frostburg State College

LOWER DIVISION REQUIREMENTS

Professional, upper division education in nursing requires a foundation of learning pro-
vided by the lower-division college courses. Prior to fall matriculation as a junior in
the undergraduate program, students must have completed the following lower division
course requirements at an accredited college or university.

Course Requirements Credits

English Composition 3

Human Anatomy and Physiology Including Laboratory 6-8

Microbiology Including Laboratory 3-4

Chemistry Including Laboratory 6-8

*Social Sciences 12

**Humanities 15

Nutrition (sophomore level) 3

Electives 6-10

Minimum of 59 credits

*Must include at least one course in sociology and one course in psychology.
**Must include course selected from at least three disciplines within the humanities areas.

ADMISSION TO THE UNDERGRADUATE PROGRAM

Application: Beginning Fall 1978, the School of Nursing is making early decisions for
admission on qualified students, as well as admitting qualified applicants so long as
space is available regardless of date of application. This means that generally the sooner
the student submits application and supporting documents, the earlier notification of
admission will be sent. Students are encouraged to apply during the fall semester and
submit all necessary documents by February 1 .

Applications are available from the Office of Admissions and Registrations, Uni-
versity of Maryland, 660 W. Redwood Street, Baltimore, Maryland 21201.

Eligibility for Applying: Applicants must have completed the 59 credits of lower divi-
sion requirements listed above by the time they enter the fall semester of the junior year.
This normally means that by the end of the previous fall semester, applicants should have
successfully completed 44 semester hours of applicable credits including eight semester
hours of required chemistry, anatomy and physiology, or microbiology. These credits
must be distributed as follows:

English — 3 credits
Natural Science (required) — 8 credits
Social Science — 6 credits
Humanities — 6 credits

Foreign Students: Prior to applying to the School of Nursing (upper division), foreign
students should seek advisement from the Foreign Student Office in an accredited edu-
cational institution of his choice. The advisor may determine which credits are trans-
ferable to the American system and then determine if there are lower division courses
to be completed in order to be eligible for admission to the School of Nursing. The
campus Office of Admissions and Registrations processes foreign students' applications.
The processing takes approximately six months.

Students are required to take the Test of English as a Foreign Language. A score
of 500 is considered to be an indication that the applicant could be successful in language
comprehension and use.

Application For The Allied Health Professions Admission Test: In addition to the
application, submit the results of the Allied Health Professions Admission Test to the
Office of Admissions and Progressions located at the University of Maryland School of
Nursing, 655 West Lombard Street, Baltimore, Maryland 21201.

Write the Psychological Corporation for an application and brochure at:
ALLIED HEALTH PROFESSIONS ADMISSION TEST
The Psychological Corporation
304 E. 45th Street
New York, New York 10017
Telephone Number: (212) 888-3221

Students planning to apply to the School of Nursing for Fall 1980 should contact
the Assistant Dean for Admissions and Progressions, University of Maryland, School
of Nursing, 655 West Lombard Street, Baltimore, Maryland 21201 in the spring of
1980 for possible changes regarding the admission criteria.

UNIQUE FEATURES OF THE CURRICULUM: UPPER DIVISION

The junior and senior years of the nursing curriculum are offered at the UMAB campus
and the Mercy Clinical Center in Baltimore. Both centers use the same integrated cur-
riculum design. The integrated approach requires that students be taught by a team of
teachers; the teams are composed of faculty members who have specialized knowledge
in the areas of maternal-child, psychiatric-community mental health, medical-surgical,

and community health nursing. All teams of students work toward the same course
objectives, although the teaching-learning methods may vary among the teams.

Each team has approximately 40-50 students who are taught by 5-6 teachers. This
student-faculty ratio of approximately 1:10 creates a learning situation whereby students
have sufficient opportunity to learn the clinical skills required of professional nurses.

The goal of nursing care is to assist man to reach his highest level of functioning
compatible with health. Consequently, the curriculum focuses on the development of
the requisite interpersonal and cognitive skills such as problem-solving, discriminative
thinking and making nursing judgments as well as technical skills. Indeed, the curriculum
is best described as one which emphasizes the psychosocial needs of man without negat-
ing the importance of physical and spiritual needs.

A typical plan of study for the upper division nursing major follows:

JUNIOR YEAR

Fall Semester Credits

*NURS 314 Concepts of Nursing I 9

NURS 318 Special Topics — Electives in Health Related Courses 3

*NURS 316 Human Growth and Development 3

TOTAL 15

Winter Session Credits

*NURS 317 Deviations in Human Growth and Development 2

*NURS 320 Introduction to the Administration of Medications 1

TOTAL 3

Spring Semester Credits

*NURS 315 Concepts of Nursing II 9

*NURS 310 Pathophysiology and its Pharmacological Implications 4

NURS 321 Introduction to Organizational Behavior 3

TOTAL 16

*These courses may be challenged by R.N. students after being admitted to the
upper division.

SENIOR YEAR

Fall Semester Credits

NURS 324-325 Concepts of Nursing III A or B 9

NURS 322 Nursing in Society 3

NURS 410 Survey of Research and Statistics 3

TOTAL 15

Winter Session Credits

NURS 326 Clinical Nursing Elective ._ 3

TOTAL 3

Spring Semester Credits

NURS 324-325 Concepts of Nursing III A or B 9

NURS 418 Special Topics— Electives in Health-Related Courses . 2-3

TOTAL 11-12
18

Policies Regarding Nursing Concepts Courses: The major nursing courses, i.e., NURS
314, 315, 324, 325, 326, 334, and 335, must be taken within the University of Mary-
land School of Nursing. This policy does not negate the opportunity for R.N. students
to challenge the junior year concepts of nursing courses.

Clinical Practice Fields: Clinical practice fields for the baccalaureate program are pro-
vided through arrangements with a wide variety of hospitals and other health agencies.
All clinical coursework is under the direct supervision of faculty of the School of Nurs-
ing wherever it takes place. Students are assigned to anyone of a number of different
agencies for the purpose of accomplishing the course objectives as determined by faculty.

ALTERNATIVE CURRICULUM TIMING (ACT)

Alternative Curriculum Timing is designed to meet the needs of students whose past
or present life experiences may require them to take somewhat longer than the usual
two academic years to complete upper division course work of the nursing major. These
students are offered the option of choosing a reduced credit load thereby extending their
education. Once admitted, students with the following life circumstances may qualify
and apply for ACT: unusual family responsibilities; an academic record that shows a
reduced credit load may facilitate academic success; unusual financial responsibilities;
and students who are disadvantaged or from minority groups. An additional feature
of ACT is the provision of additional personal and academic support services.

The sequencing of courses for this program (ACT) is as follows:

Summer Session Credits

NURS 316 Human Growth and Development 3

NURS 318 Special Topics — Electives in Health Related Courses 3

TOTAL 6

Fall Semester Credits

NURS 314 Concepts of Nursing I _9

TOTAL 9

Winter Session Credits

NURS 317 Deviations in Human Growth and Development 2

NURS 320 Introduction to the Administration of Medications 1

TOTAL 3

Spring Semester Credits

NURS 310 Pathophysiology and its Pharmacological Implications 4

NURS 315 Concepts of Nursing II _9

TOTAL 13

Summer Session Credits

NURS 418 Special Topics — Electives in Health-Related Courses 3

NURS 321 Introduction to Organizational Behavior 3

TOTAL 6

Fall Semester Credits

NURS 324 Concepts of Nursing III A 9

NURS 322 Nursing in Society _3

TOTAL 12

Winter Session Credits

NURS 326 Clinical Nursing Elective 3

TOTAL 3

Spring Semester Credits

NURS 325 Concepts of Nursing III B 9

NURS 410 Survey of Research and Statistics 3

TOTAL 12

REGISTERED NURSE STUDENTS

This opportunity for the completion of the baccalaureate degree by graduates of
associate degree and diploma programs is a result of the faculty belief that these adult
learners possess special characteristics: diverse life, educational and clinical experiences;
a high level of motivation that fosters independent and collaborative learning; and a
need to complete baccalaureate education to prepare them effectively for additional
career opportunities. Before admission the required lower division courses may be com-
pleted on University of Maryland campuses or at other accredited colleges or univer-
sities. Graduate nurses may be accepted into the program pending results on the State
Board Examination. Failure to become licensed will mean the immediate withdrawal
from the program.

The modification of the University of Maryland curriculum for registered nurse
students builds on the knowledge and skills of these students in a unique way. There
is opportunity through challenge examinations to validate and receive credit for knowl-
edge acquired in their first nursing program. In the senior year, registered nurse students
concentrate on the use of the University of Maryland curriculum which provides the
framework for content organization, as well as the implementation and evaluation of
nursing care beyond their initial preparation in nursing.

Registered nurses interested in completing requirements for a degree should ad-
dress their initial inquiries to the Office of the Assistant Dean for Admissions and Pro-
gressions, University of Maryland School of Nursing, 655 W. Lombard St., Baltimore,
Md. 21201.

Establishing credit by examination: After admission to the School of Nursing,
registered nurses may establish advanced placement by taking examinations for credit.
Study guides and bibliographies for these are sent to all applicants.

Credits

NURS 310 Pathophysiology and its Pharmacological Implications 4

*NURS 314 Concepts of Nursing I 9

*NURS 315 Concepts of Nursing II 9

NURS 316 Human Growth and Development 3

NURS 317 Deviations in Human Growth and Development 2

*NURS 320 Introduction to the Administration of Medications 1

*A minimum grade of C is required on each Challenge Examination for Con-
cepts of Nursing courses and Introduction to Administration of Medications.

Failure to begin the course of study within two years after passing challenge exams
will necessitate revalidation. Failure on an examination requires taking the course.

Applications for admission must be filed on the Baltimore campus by February 1
for the fall semester. All students are admitted only in the fall semester. Admission is
restricted to those who can be accommodated by existing clinical facilities and nursing
faculty.

Curriculum: A typical plan of study appears below for R.N. students who have met
the requirements for the preprofessional courses and have established credit through
satisfactory completion of challenge examinations:

Fall Semester Credits

NURS 334 Concepts of Nursing IV A 9

NURS 321 Introduction to Organizational Behavior 3

NURS 410 Survey of Research and Statistics _3

TOTAL 15

Winter Session Credits

NURS 326 Clinical Nursing Elective

or
NURS 348 Seminar, Workshop _3

TOTAL 3

Spring Semester Credits

NURS 335 Concepts of Nursing IV B 9

NURS 418 Special Topics — Electives in Health-Related Courses 3

NURS 322 Nursing In Society _3

TOTAL 15

Students may not take more than eighteen credits during the fall and spring semes-
ters or 4 credits in the winter session without administrative approval.

Part-Time Study: This option is available to registered nurses who are admitted to
the School of Nursing. Part-time students are expected to complete the program in three
academic years. Enrollment in certain courses may be limited depending upon demand.

Outreach Students: During the 1975-1976 academic year, an off-campus, part-time
degree completion program for "community bound" registered nurses was established
in Western Maryland and on the Eastern Shore. Graduates completed the program in
1978. This offering is continuing in Western Maryland, in the Cumberland area and the
Hagerstown area. The program enables registered nurses to complete all requirements
for the baccalaureate degree in nursing through enrollment on a part-time basis in
regional centers. Requirements for achieving senior year status are the same as on the
Baltimore campus; the usual senior year curriculum which involves 33 earned credits
is arranged over a three-year time span. Inquiries should be addressed to the Director
of the Outreach Program, University of Maryland School of Nursing, 655 West Lombard
Street, Baltimore, Maryland 21201.

DEGREE REQUIREMENTS — BACCALAUREATE PROGRAM

It is the responsibility of faculty of the School to establish and publish degree require-
ments. Responsibility for knowing and successfully meeting these requirements rests
with the student. Requirements are set forth in this bulletin and updated annually in
the Academic Handbook given to enrolled students at the beginning of each academic
year. Current requirements are as follows:

1. Certain lower division coursework is required for admission to the junior year of
the undergraduate program in nursing. Official transcripts of this coursework must
be submitted to the Director of Admissions and Registrations.

2. A minimum of 120 credits (122 for generic students and 120 for R.N. students) in
certain coursework is required. The lower division courses required for admission
to the junior year and the required courses of the upper division major in nursing
completed at the University of Maryland comprise the required credits. At least the
senior year must be completed at the University of Maryland.

3. Upper division major in nursing; required courses appear elsewhere in the bulletin.

4. A minimum grade point average of 2.0 is expected each semester of the junior and
senior year, as well as a cumulative grade point average of 2.0 for graduation.

5. A grade of C or better is required in both the didactic and clinical portions of Nurs-
ing Concepts Courses, NURS 314, 315, 324, 325, 326, 334, and 335. These courses
are sequential, and a C must be earned before registering for the next course (except
for NURS 326 which is graded Pass/Fail and requires a Pass grade). If a D or F
is received in a Nursing Concepts Course, the course must be repeated with per-
mission of the Progressions Committee and a C grade or higher earned the next
time it is offered.

6. A diploma application must be filed with the Director of Admissions and Registra-
tions, University of Maryland at Baltimore, before the stated deadline date in order
to receive the degree.

GRADING SYSTEM

The following grades are used to report the quality of upper division coursework on
grade reports and transcripts:

Grade

A
B
C
D

I
P

WD
AU

Quality

Grade Points

Excellent

Good

Satisfactory

Minimal Passing
(but not acceptable in
certain courses)

2
1

Failure

Incomplete

Passing at C level
or above

—

Withdrew from all
courses and the
university

Audit

Note: Only grades of A, B, C, D and F are computed in the grade point average on the
official transcript and grade reports published by the Office of Admissions and
Registrations.

A grade of P is given only for specified courses that are graded Pass/Fail when
performance is at a C level or above.

A grade of D or F is unsatisfactory for Nursing Concepts Courses which re-
quire a C grade or higher for the fulfillment of degree requirements.

A grade of I is given at the discretion of the instructor only when extenuating
circumstances beyond the student's control prevent the completion of a minor portion
of work in a course. Students receiving a grade of an I are responsible for arranging
with the instructor the exact work required to remove the incomplete. If an I grade
is not removed by the end of the following semester, the grade automatically converts
to F except with Nursing Concepts courses when the time of completion is deter-
mined by the instructor. An I grade may preclude normal progression in the program
as determined by the progressions committee.

A WD notation indicates the student has withdrawn from all coursework and from
the University as a degree candidate.

Note: When a student withdraws from the University or drops courses after the end
of the eighth week of the fall or spring semester or at the third week of the sum-
mer session, a summary statement of the student's performance in the course is
placed in the student's record by the instructor together with notation as to
whether the student was passing or failing.

Computation of grade point average for a semester: The grade points are added for
the courses attempted in a given semester in the upper division major and multiplied
by the number of credits attempted. The sum, divided by the total credits for the courses,
equals the grade point average as in the example below:

NURS 314 (9cr) B=27 grade points

NURS 316 (3cr) B= 9 grade points

NURS 3 1 8 (3cr) B=_9_ grade points

15cr 45

3.0 grade point average

15 [45.00

Computation of the cumulative grade point average: The total grade points for all
courses (including the upper division course work, challenge examination grades for
the R.N. and courses accepted for admission) are added and calculated as above.

PROGRESSION AND REINSTATEMENT POLICIES

It is the student's responsibility to monitor his academic progression toward the com-
pletion of degree requirements, as well as to maintain good academic standing. Students
receive from faculty a mid-semester warning if in jeopardy of failing a course. At the
end of each semester, students receive grade reports on coursework completed from the
Director of Admissions and Registrations. These reports of official grades (and their
entry on the official transcript) and the grades for courses accepted for admission are
used by faculty to certify academic standing and to determine honors, academic proba-
tion and dismissal, and the completion of degree requirements.

The Committee on Academic Progressions meets regularly to establish and imple-
ment policy on progression and, through the Office of the Assistant Dean of Admissions
and Progressions, formally notifies students in poor academic standing who are placed
on academic probation or are academically dismissed.

Academic Retention and Reinstatement

Good Academic Standing: is defined as satisfactory academic progress of a registered
degree candidate in coursework and toward degree requirements.
Poor Academic Standing: is unsatisfactory academic progress of a registered degree
candidate in coursework and toward the completion of degree requirements. Such stu-
dents are normally placed on academic probation and may be subject to academic dis-
missal.

Academic Probation: a student in poor academic standing is placed on probation by the
Committee on Academic Progressions or the Academic Deans for the undergraduate
program. In the written notification of probation and unsatisfactory academic achieve-
ment, the student will be informed of the length of the probation and any specific con-
ditions that must be satisfied to be removed from probation. Specific conditions war-
ranting academic probation include:

1 . a D or F in a Nursing Concepts course

2. a cumulative grade point average of 1.96 to 1.99

3. repeated mid-semester warnings in courses

4. academic dishonesty

5. an academic record reflecting other unsatisfactory progress in meeting
degree requirements

Academic Dismissal: a student is dismissed from the undergraduate program by the
Committee on Academic Progressions or Academic Deans for the undergraduate pro-
gram for continued evidence of unsatisfactory progress toward meeting course or degree
requirements as usually evidenced by repeated academic probation or cause as specified
below. Specific causes for academic dismissal include:

1 . two D or F grades earned in Nursing Concepts courses

2. a cumulative grade point average of 1.95 or lower

3. successive semesters of academic probation

4. academic dishonesty

5. an academic record reflecting other unsatisfactory progress in meeting
degree requirements

Reinstatement: Students who withdraw in good academic standing can apply for rein-
statement through the Assistant Dean for Admissions and Progressions. A student who
was academically dismissed, or who withdrew in poor academic standing, must request
reinstatement to degree candidacy from the Committee on Academic Progressions. This
written request is made to the Assistant Dean for Admissions and Progressions.
Although such requests are considered individually, the following guidelines are in force:

1. General admission policies of the University and the School prevail (e.g.
space available, University rules and regulations, etc.).

2. Students may be reinstated only once.

3. A current physical examination by the Student Health Service is required
as a condition of reinstatement.

4. The student's academic record and academic standing upon dismissal are
considered.

5. Academic requirements for reinstatement will be specified and will include
at least a mastery examination in NURS 320.

Deadline dates for requesting reinstatement:

1st Monday of November for winter session and spring semester.
1st Monday of April for reinstatement for summer and fall semesters.

Academic Honesty

Academic institutions exist for the discovery and transmission of knowledge within a
community of scholars, and essential to this purpose is the freedom to teach and the
freedom to learn. In order for these freedoms to flourish, certain ethical standards of
conduct must prevail which teachers and students uphold. The underlying principle is
that of honesty, a norm well-established in our culture and manifested in virtually all
aspects of our lives. Honesty in respect to academic matters includes responsibility for
all authorship of one's own work and respect for the work of others. Examples of infrac-
tions of that norm are: to submit as one's work the work of another; to misrepresent one's
work submitted for the satisfaction of the requirements for a course or degree; to use
materials or any other assistance except that explicitly authorized by the instructor in
examinations or assignments; to reveal the contents of an examination to anyone who
has not yet taken the exam; to abuse, mutilate or remove, without proper authorization,
any library or other study materials for the use of all students, or materials belonging
to another student; failure to report infractions; any other academic-related kinds of
objectionable behavior disrespectful of the rights of individuals, policies of the School
and University, or not in keeping with professional standards of conduct. These infrac-
tions shall be reported promptly to the appropriate Year Director and are cause for
academic probation or dismissal and/or may also result in penalties such as a failing
grade in the course or assignment in question.

Dismissal of Delinquent Students

The School of Nursing reserves the right to request the withdrawal of students who do
not maintain the required standing of scholarship, or whose continuance in the School

would be detrimental to their health, or to the health of others, or whose conduct is not
satisfactory to the authorities of the School. It is a general expectation that students
will abide by rules and regulations established by the University. Violation of University
regulations may result in disciplinary measures being imposed.

Withdrawal From The School

Should a student desire or be compelled to withdraw from the School at any time, he
must:

1 . write a brief letter to the Dean explaining the reason for withdrawal;

2. secure a withdrawal form with appropriate signatures from the Assistant
Dean for Admissions and Progressions;

3. submit the signed withdrawal form to the Office of Admissions and Regis-
trations.

The staff of the Office of Admissions and Progressions will notify the instructors
of the withdrawal.

The date used in computing refunds is the date the application for withdrawal is
filed with the Registrar, Office of Admissions and Progressions.

FINANCIAL INFORMATION
UNDERGRADUATE

FEES

The information given below is minimal and reflects fees and other expenses for the
1978-79 academic year.

UNIVERSITY OF MARYLAND AT BALTIMORE
UPPER DIVISION (Junior-Senior)

Fall Spring

Semesterf Semester TOTAL

Matriculation (new students only) $15.00 or $15.00 $15.00

*Tuition-Fixed Charges Fee

In-State 310.00 $310.00 620.00

Out-of-State 1 125.00 1 125.00 2250.00

Part-time Undergraduate per

credit — 8 credits or less 38.00 38.00 —

Supporting Facilities Fee (Full-time) 30.00 30.00 60.00

(Part-time) 6.00 6.00 12.00

Instructional Resources Fee (Full-time) 21.00 21.00 42.00

(Part-time) 10.50 10.50 21.00

Student Health Fee (Full-time) 5.00 5.00 10.00

(Part-time) 2.00 2.00 4.00

Student Activities Fee (Full & Part-time) 5.00 5.00 10.00

**Health Insurance

One Person 102.12 102.12 204.24

Two Persons 196.68 196.68 393.36

Family 261.96 261.96 523.92

Malpractice Insurance Fee 12.50 — 12.50

***Dormitory Fee — Single Occupancy 462.50 462.50 925.00

— Double Occupancy .. . 427.50 427.50 855.00

Diploma Fee (Seniors) 15.00

Late Registration Fee 20.00 20.00

Change Fee 5.00 5.00

*A $50.00 nonrefundable deposit is required at the time of the student's acceptance
for admission. The amount will be applied to the fall tuition fee.

**Health Insurance (the University plan or equivalent insurance) is required of
all full-time students. Students with equivalent insurance coverage must provide proof
of such coverage at registration.

***Dormitory fee for 1979 has not been determined as of the printing of this
bulletin.

t Includes Winter Session.

EXPLANATION OF FEES:

Students on the Baltimore campus including those at the Mercy Hospital Clinical
Center receive registration instructions from the Office of the Registrar.

Tuition-Fixed Charges Fee: helps defray the cost of operating the University's pro-
grams.

Instructional Resources Fee: represents a charge for instructional materials and/or
laboratory supplies furnished for and to students.

Student Activities Fee: collected by the University and used at the discretion of the
various student government associations to provide financial support for recreational,
social and professional activities.

Student Health Fee: charged to help defray the cost of providing a Student Health
Service. This service includes routine examinations and emergency care. Blue Cross or
other acceptable medical insurance is also required.

Supporting Facilities Fee: payable by all students on the University of Maryland at
Baltimore campus and is used to support the auxiliary facilities and service provided for
the convenience of all students.

Diploma Fee: charged to help defray costs involved with graduation and commence-
ment.

Malpractice Insurance Fee: charged at registration and is applicable to all under-
graduate nursing students.

Additional expenses include the purchase of uniforms (approximate cost — $120.00)
and the recommended purchase of a stethoscope at approximately $25.00.

No diploma, certificate, or transcript will be issued to a student until all financial
obligations to the University have been satisfied.

The University reserves the right to make such changes in fees and other changes as
may be necessary.

REGISTRATION

The initial registration at the School of Nursing must be done in person, and accord-
ing to registration dates and procedures provided by the UMAB Office of Admissions
and Registrations.

Students may preregister for subsequent semesters through the School of Nursing
Office of Admissions and Progressions and may preregister by mail.

After classes begin, students who wish to terminate their registration must follow
the withdrawal procedures and are liable for charges applicable at the time of withdrawal.

Students who are out of course sequence with their classmates must confer with
the Assistant Dean of Admissions and Progressions and develop an individual progres-
sion pattern to be followed.

Students who fail to register during official registration periods must utilize late
registration dates published by the Office of Admissions and Registrations and pay a
late fee of $20.00 together with a $5.00 fee for each change in program. Privileges of
the University are available only after registration has been completed.

RECORDS

Transcripts — All financial obligations to the University must be satisfied before a trans-
script of a student's record will be furnished any student or alumnus. There is a charge
of $2.00 for each transcript. Checks should be made payable to the University of Mary-
land. Transcripts may be obtained by writing to the Office of the Registrar, University
of Maryland, 660 West Redwood Street, Baltimore, Maryland 21201.

Review of Records — All records, includng academic records from other institutions,
become the official file and can neither be returned nor duplicated without student's
prior consent. Provisions are made for students to review their records if they desire.

FINANCIAL AID OVERVIEW

Financial aid in the form of grants, loans, and work-programs is awarded to stu-
dents and is based upon apparent academic ability and financial need. Applicants must
complete a financial aid application annually in the spring preceding the academic year
for which aid is sought. By completing one application, the applicant will be considered
for all types of aid available through the University. Separate applications must be com-
pleted to be considered for funding from sources outside the University. Because of
limitations in available funds, preference is given to full-time students.

Recipients of financial aid are expected to make satisfactory progress toward attain-
ment of a degree and to abide by all academic and non-academic regulations of the
University. Baccalaureate students in the School of Nursing must have a minimum of a
2.0 average the semester prior to applying for aid; graduate students must meet academic
requirements of the Graduate School. In the case of new students, applicants must have
been accepted for admission to the University before the financial aid application will
be awarded.

Priority date for submitting application for the following academic year is February
15. Requests for information about, and applications for, financial aid should be
addressed to:

Student Aid Officer
University of Maryland at Baltimore
610 West Lombard Street
Baltimore, Maryland 21201

SOURCES OF AID— BACCALAUREATE STUDENTS

University Sources —

State Grant — Grants for minority and disadvantaged students who are residents of
Maryland.

Dean's Scholarship — Grants for minority and disadvantaged students who need not
be residents of Maryland.

Nurse Training Act Scholarships and Loans — Scholarships to a maximum of $2,000
annually and loans to a maximum of $2,500 annually. Loans are at three per
cent annual interest with principal and interest payments beginning nine
months after graduation; deferment and cancellation provisions are available.

College Work-Study — Support for students in career related employment both on
and off campus during the academic year as well as the summer months.

Supplemental Educational Opportunity Grants — For students demonstrating excep-
tional need.

Private Endowment and Donations — Donations and bequests have established
scholarship and loan accounts each varying in eligibility, amounts, availability,
and repayment terms for loans.

Pi Chapter of Sigma Theta Tau — The national honor society for nursing offers a
$300 scholarship to a senior nursing student each year. Eligibility require-
ments are the same as those established for membership in Sigma Theta Tau.
Applications may be obtained from the Office of Student Aid, Baltimore
campus. The deadline for application is September 15.

Basic Educational Opportunity Grant — Awards for undergraduate students who
have not previously earned a baccalaureate degree; awards, based on financial
need, range from $200 to $1,600. Applications are available from any finan-
cial aid or high school counseling office.

Desegregation Grants — Minority students who are Maryland residents are eligible
for these funds. Desegregation grants normally will be used to reduce the
amount of loan included in the financial aid award.

Air Force Reserve Officers Training Corps (AFROTC) — Two-year nursing schol-
arships are awarded to applicants accepted into the ROTC program and the

upper division nursing program. The scholarship includes books and tui-
tion plus $100 dollars a month, or approximately $1,000 a year. Applicants
must enroll in the ROTC course at the University of Maryland, College Park,
Maryland. See the junior or senior Year Director about availability of place-
ment on the Washington-based team to reduce commuting problems. For
further information, contact Detachment 330, University of Maryland, phone
301-454-3245/42.

Non-University Sources —

Maryland State Scholarship Board — Residents of Maryland may apply for aid
through each of the following programs:

House of Delegates Scholarships
Senatorial Scholarships
General State Scholarships

Further information may be obtained from the Maryland State Scholarship
Board, 2100 Guilford Avenue, Baltimore, Maryland 21218.
Bank Loans — Students may obtain educational loans through private lending insti-
tutions such as banks or credit unions. In many cases, federal assistance in
the payment of the seven per cent interest can be obtained. As lenders have
limited funds for this program, students are encouraged to contact their lend-
ing institutions at the earliest possible date.

The Maryland Higher Education Loan Corporation (MHELC) Program
permits graduates to borrow up to $5,000 annually; undergraduates may
borrow up to $2,500 annually. MHELC applications are available in the
Student Aid Office.

STUDENT SERVICES

Academic Counseling: The School of Nursing maintains a system of academic coun-
seling that is course-related, provided by faculty and faculty teams. Academic coun-
seling that involves the progression of students in the program is provided by the School's
Office of Admissions and Progressions. Additionally, there are special counselors who
provide academic assistance in test-taking, study skills and the writing of papers, as
well as psychological counseling for personal problems. These counselors can be con-
tacted through the Coordinator of Student Development of the School of Nursing.

Health Service: Health insurance is required of all full-time students of nursing,
either the University plan or equivalent coverage. In addition, a required student health
fee makes services available at the Student Health Service during the school year as well
as the required physical examinations for students of nursing.

Student Government Association: A Student Government Association is operated
by upper-division students in the School of Nursing with the assistance of the Coordi-
nator of Student Development. A central body, the SGA Board, acts as a mediating and
coordinating agent for the entire Student Government Association.

Academic Handbook: The School publishes an Academic Handbook for under-
graduate students.

LIVING ARRANGEMENTS — UMAB CAMPUS

Information and applications for living accommodations on the Baltimore campus may
be obtained from the Director of Housing, University of Maryland, Baltimore Student
Union, 621 W. Lombard St., Baltimore, Md. 21201. Because of space limitations, Mary-
land residents and single undergraduate women students have priority for accommoda-
tions in Parsons Hall. Male and female students enrolled on the Baltimore campus may
arrange for living accommodations in the Baltimore Student Union. Board contracts are
not available on the Baltimore campus; meals may be purchased on an individual basis

in the Baltimore Student Union or University of Maryland Hospital cafeterias. Off-
campus housing information is available through the housing office.

SCHOLASTIC AND SPECIAL AWARDS FOR
BACCALAUREATE GRADUATES

1. The Edwin and L. M. Zimmerman Award is given by The Trustees of the
Endowment Fund for the University of Maryland School of Nursing to the
member of the graduating class who consistently demonstrates a high level of
of professional nursing practice in caring for patients.

2. The Frances Arnold Memorial Award is given by the Women's Auxiliary to
the member of the graduating class who has shown the most interest, enthu-
siasm and proficiency in neurosurgical nursing.

3. The Award for Excellence in Neurological Nursing is given by the Department
of Neurology in the School of Medicine to the member of the graduating class
who excells in neurological nursing.

4. The Evelyn Lundeen Award for Excellence in Pediatric Premature Care is
given by the Department of Pediatrics in the School of Medicine to the mem-
ber of the graduating class who excells in premature pediatric care.

5. The Loretta Ford Award for Excellence in Pediatric Ambulatory Care is
given by the Department of Pediatrics in the School of Medicine to the student
in the graduating class who excells in premature ambulatory care.

6. The Flora Hoffman Tarun Memorial Award is given from the Endowment
Fund to a member of the graduating class for leadership, loyalty and school
spirit.

7. The Elizabeth Collins Lee Award is given from the Endowment Fund to the
student having the second highest average in scholarship.

8. The Nurses Alumnae Association of Mercy Hospital Award for Excellence in
Clinical Nursing is given to the members of the graduating class from Mercy
Center who excells in clinical nursing.

9. The University of Maryland Alumni Association Award to the graduate with
the highest average in scholarship is given to one member of the graduating
class from the UMAB campus and one member from the Mercy campus.

10. The University of Maryland Alumni Association Award for leadership in the
Professional Student Nursing Organization is given to one member of the grad-
uating class.

1 1 . The R.N. Faculty Award is given by the R.N. faculty to one R.N. graduating
student who is outstanding in professional leadership.

EMPLOYMENT OPPORTUNITIES UPON GRADUATION

Baccalaureate graduates of the University of Maryland School of Nursing have many
career opportunities available to them. Graduates may choose to practice nursing in
a hospital or outpatient clinic, an extended care facility, or a variety of community
agencies including schools, industries, and physician's offices. In addition, graduates who
have a baccalaureate degree may choose a career in civil service, the military, or the
Veteran's Administration. A survey of 1975 graduates indicated that 98 percent were
employed; nonemployment was related to personal reasons. Salaries for generic gradu-
ates ranged from $10,000 to $12,000. The graduate who earns a baccalaureate degree
as a registered nurse typically is paid at a higher rate because of prior experience in
nursing.

ELIGIBILITY FOR STATE LICENSURE

Graduates of the program are eligible for admission to the examination given by the
Maryland State Board of Examiners of Nurses (or by any other state board) for licensure

to practice nursing. Application is generally submitted prior to the date of graduation.
Students interested in applying for admission to the University of Maryland School of
Nursing should be aware of Maryland's Nurse Practice Act, Article 43, Section 299
which authorizes the Board to withhold, deny, revoke, suspend or refuse to renew the
license of a nurse or applicant for a variety of reasons including conviction of a crime
involving moral turpitude if nature of the offense bears directly on the fitness of the
person to practice nursing or violation of any provision of the Nurse Practice Act.

COURSE DESCRIPTIONS

BACCALAUREATE PROGRAM Upper Division (Junior-Senior)
Curriculum

NURS 310 Pathophysiology and its Pharmacological Implications (4) Spring Semes-
ter, junior year. This four-credit lecture, non -laboratory course is designed for students
having prerequisite course work in human anatomy and physiology. Disease is presented
as an alteration of form, structure or function, often not visible until it affects organ
or organism function. Pharmacological interventions, emphasizing properties, actions,
therapeutic uses and adverse effects of drugs upon the system are presented concur-
rently as diseases are describd.

NURS 314 Concepts of Nursing I (9) Fall semester, junior year. The focus of the
course is on man as a behavioral system, the concept of health and the role of pro-
fessional nursing in helping clients maintain and/or promote health. Emphasis is placed
on the assessment component of the nursing process. Clinical laboratory experiences will
be primarily in community-based settings.

NURS 315 Concepts of Nursing II (9) Spring semester, junior year. Prerequisites:
NURS 314, NURS 316, NURS 317, NURS 320. A study of adults and children who
are experiencing biopsychosocial disruptions which are long-term and relatively stable,
with a focus on nursing interventions which assist the clients to move toward optimum
level of functioning. The mutual interaction between family and client is explored.
Laboratory experience will include inpatient and community-based settings. (If NURS
320 is not taken in the winter session preceding NURS 315, the student must pass a
mastery test related to dosage calculations within the first two weeks of the course.)

NURS 316 Human Growth and Development (3) Fall semester, junior year. Pre-
requisites: Sociology, Psychology, Anatomy and Physiology. Concepts from the bio-
logical and behavioral sciences are used to give the student a framework from which to
view an individual from conception to late adulthood with his unique heredity, rates of
growth and development and individual experiences that shape his relations to his world.

NURS 317 Deviations in Human Growth and Development (2) Winter session,
junior year. Prerequisite: NURS 316. Knowledge of normal growth and development as
requisite, this focuses on deviations in development which are disruptive to optimal
growth. Specific deviations include learning disabilities and mental retardation. Provi-
sion for clinical application of learning is an integral part of Concepts of Nursing II
since students interact with clients exhibiting deviations in their developmental patterns.

*NURS 318 Special Topics-Electives in Health Related Courses (3) Fall semester,
junior year. Designed to provide course offerings in current health-related topics which
include Communication Skills in Health Education, Nutrition for Health Personnel,
Sex Education, Death Education, and Principles of Cross-Cultural Nursing.

NURS 320 Introduction to the Administration of Medications (1) Junior year, win-
ter session. An introduction to the theory and practice of medication administration.
Professional and legal responsibilities as well as various modes of medication adminis-
tration will be explored. Participant-observer experiences will be provided.

NURS 321 Introduction to Organizational Behavior (3) Fall, spring semesters, junior
year. This course focuses on the social and psychological processes of organizations in
modern society. The course provides a foundation which contributes to the student's
ability to demonstrate responsible organizational behavior in meeting professional goals
within health care agencies.

NURS 322 Nursing in Society (3) Fall, spring semester, senior year. This course
provides an opportunity for students to study the multiple factors which have contributed
to the emergence of professional nursing. The profession is studied in relation to and as
an integral part of the changes in our society. Significant issues confronting the profes-
sion are identified. Upon completion of this course the student should demonstrate a
better understanding of the profession of nursing in its present state of growth, an aware-
ness of its potential and direction, and cognizance of each nurse's own responsibility in
its development.

NURS 324 Concepts of Nursing III A (9) Fall, spring semester, senior year. Pre-
requisites: NURS 315, NURS 320, NURS 310, NURS 321. The focus of this course is
on clients experiencing biopsychosocial disruptions who are hospitalized and experienc-
ing more intense stress states. All components of the nursing process are utilized with
the client. Community data are viewed as inputs to the family system. Organizational and
group behaviors are related to the health team in inpatient settings.

NURS 325 Concepts of Nursing IIIB (9) Fall, spring semesters, senior year. Pre-
requisites: NURS 315, NURS 320, NURS 310, NURS 321. The focus of this course is
on clients experiencing biopsychosocial disruptions with emphasis on clients experienc-
ing varying stress states who are maintained through ambulatory services and community-
based agencies. All components of the nursing process are utilized. Student interventions
include the assessment of the family and intervention with one or more family members.
Organization and group behaviors are applied in a peer group experience with nursing
students.

NURS 334 Concepts of Nursing IV A (9) Fall semester, senior year. This course is
designed to assist the registered nurse student to synthesize previous knowledge with
advanced theoretical concepts in relation to man, his primary groups and his environ-
ment. Emphasis will be placed on the application of concepts of systems theory, health,
stress, communication, family and group theory to nursing process. Specific clinical ex-
periences are provided with clients experiencing varying stress states.

NURS 335 Concepts of Nursing IV B (9) Spring semester, senior year. Prerequi-
sites: NURS 321, NURS 334, NURS 410. This course is designed to assist the registered
nurse student to synthesize previous knowledge with advanced theoretical concepts in
relation to man, his primary groups, and his environment. Emphasis will be placed on
the application of concepts of crisis, decision making, planned change, teaching/learning,
family and community. Specific clinical experiences are provided with clients experi-
encing varying stress states.

NURS 326 Clinical Nursing Elective (3) Senior year. Prerequisites: NURS 324,
NURS 325, NURS 334, or NURS 335. Designed to offer the student an opportunity to
select and study an area of particular interest in clinical nursing. Distributive and epi-
sodic nursing practice settings serve as clinical laboratories for learning. Senior students
may elect to take NURS 326 off-campus under faculty mentorship.

NURS 348 Electives, Workshops, Seminars, and Institutes (1-6) Designed to pro-
vide participation in workshops, institutes and seminars in various aspects of nursing.
Faculty reserve the right to place a limit on the number of credits a student may take
in workshops, institutes and seminar study.

NURS 410 Survey of Research and Statistics (3) Fall, spring semester, senior year.
In the context of the total research process, the basic elements of research, including
defining the research question, literature search, sampling research design, measurement

and data gathering, statistical analysis, and interpretation of results are presented and
their interdependence stressed. Inferential statistics include chi square, ordinal data
methods, correlation, multiple regression, t test, f test, analysis of variance (one way
and factorial), and analysis of covariance. Application and interpretation rather than
theory or mathematical derivation are emphasized. Evaluation of measurement tools in
terms of item analysis, reliability, and validity is presented. Student research teams
critique a research project report in the literature and develop a research proposal which
includes a pilot test of the proposed study. Prerequisite: senior standing or consent of
instructor.

*NURS 418 Special Topics-EIectives in Health-Related Courses (3) Fall, spring
semester, senior year. Designed to provide course offerings in current health-related
topics which include: Issues in Health Services Organizations, Alcohol and Drug Abuse,
Community Nutrition, Intimate Behavior, and Law and Health. An independent study
component is part of the design for each offering. Students also have the opportunity
to elect independent study for three credits under the direction of a faculty member.

*A limit of three credits in a NURS 318 offering and in a NURS 418 offering is
acceptable toward the total of 120 credit matriculation for completion of degree re-
quirements.

GRADUATE PROGRAM

AREAS OF CONCENTRATION (Majors)
CLINICAL

Child Psychiatric Nursing

Community Health Nursing

General Psychiatric Nursing

Gerontological Nursing

Maternal and Child Health Nursing

Medical-Surgical Nursing

Primary Care Nursing (Adult and Pediatric)

ROLE

Administration of Nursing Education
Administration of Nursing Service
Teaching of Nursing — Associate Degree Programs
Teaching of Nursing — Baccalaureate Degree Programs
Teaching of Nursing — Staff Development

OVERVIEW

The master's degree program for nurses at the University of Maryland is the only
graduate program in the state. It awards approximately 100 degrees a year thus making
it one of the largest in the nation. While the program is offered in the School of Nursing,
it is part of the Graduate School of the University of Maryland at Baltimore; therefore,
it is subject to the requirements of both schools. The graduate curriculum has undergone
substantive revision with the new curriculum fully implemented in the fall semester,
1976. The program is three semesters and a minimester in length except for Primary
Care Nursing which is four semesters and Gerontological Nursing which is three semes-
ters and one summer session.

Congruent with the changing needs of society, the curriculum offers a number of
specialty options to students. Students are required to develop competence in a spe-
cialized clinical area, and opportunity is provided to concentrate (major) in either the
clinical or the role area depending on specific career goals and previous preparation.
The student's secondary interest (minor) is selected in the opposite area so that every
graduate is prepared in both a clinical and a role area.

Graduate education fosters the responsibility, creativity, and self-direction which
characterize professional commitment and enhance a continuing desire to learn and
grow. The graduate student is viewed as a partner in the teacher-learner dyad; receives
stimulation and support for scholarly pursuits; is given the freedom to think and try out
new ideas; and has the opportunity to apply knowledge and develop new skills. The
opportunity to articulate beliefs, ideas and formulations is gained through interaction
with faculty and other members of the academic community.

* Refer to the General Information and Resources section of this bulletin for additional
information.

DOCTORAL PROGRAM

The faculty of the School of Nursing is developing a doctoral program in nursing.
Implementation of the program is planned for the fall semester, 1979. Those desiring
further information should write to: Director, Doctoral Program, School of Nursing,
University of Maryland at Baltimore, 655 W. Lombard St., Baltimore, Maryland 21201.

ELABORATION OF THE PHILOSOPHY: GRADUATE PROGRAM

The graduate program of the School of Nursing derives its purpose directly from the
underlying philosophy which is shared by the faculty. Tenets of the philosophy held
by graduate faculty of the School of Nursing provide a foundation for the conceptual
framework upon which the curriculum is based. This conceptual framework analyzes
the unit (the individual, family or community) in terms of three interrelated expressions
of health — physical, cognitive and personal. The physical expression refers to the unit's
structural and functional endowment and integrity. The cognitive expression addresses
the capacity of the individual to receive, to perceive and to organize information. The
personal expression is concerned with the affective relationships of the unit. The rela-
tionships between the expressions are complex and vary at different points in time. The
expressions lend themselves to assessment, quantification and regulation. The intervention
phase of the nursing process depends on the relationships between and the pattern of the
expressions of health. Evaluation of nursing intervention is achieved through examina-
tion of the resulting state of health of the unit.

Graduate education in nursing is built upon and extends a knowledge base acquired
in a baccalaureate degree program in nursing and is derived from the humanities, the
physical, biological and behavioral sciences. Each student brings to graduate education
a unique combination of experience and capabilities and the learning environment facili-
tates the establishment and attainment of professional objectives throughout the educa-
tional experience. The dynamic interchange between faculty and students results in a
commitment to and involvement in the development of nursing knowledge and the refine-
ment of nursing theory. Recognizing that the growth process in the student is continuous
and that the health needs of society change, the graduate program is flexible and
dynamic.

PURPOSES AND OBJECTIVES OF THE GRADUATE PROGRAM

The program objectives are formulated on the assumption that graduate education
builds upon undergraduate education. Graduate education is an intensive and analytic
expansion of knowledge, enabling the perception and development of new and more
complex relationships that affect nursing. Graduate education provides further oppor-
tunity for the student to think conceptually and to apply theory and research to practice.
The purposes of the master's degree program are to prepare nurses:

1 . with expertise in a clinical field of nursing;

2. to function in one of the following areas: administration, education, clinical
specialization;

3. for leadership roles;

4. for entry into doctoral study.

The objectives of the master's degree program are to prepare graduates who:

1. utilize a nursing theoretical framework as a basis for professional nursing
practice;

2. generate innovative nursing actions based on theories in nursing and related
fields and evaluate nursing actions of self and others;

3. incorporate organizational theories and learning theories in the practice of
one of the following roles: administration, education, clinical specializa-
tion;

4. collaborate with health care providers and consumers to achieve shared
healthcare goals;

5. use theory in nursing and related fields and observations in practice to
generate hypotheses and conduct nursing research studies;

6. analyze factors influencing the health care system and devise strategies for
improving delivery of health care.

In addition to the knowledge and practice components of the objectives listed above,
it is recognized that the behavior of graduates should reflect an internally consistent
value system. It is expected that graduates will value scientific inquiry as a basis for pro-
fessional practice and will seek to increase their contributions to the nursing profession.

CURRICULUM

The nursing program leading to a Master of Science degree is three semesters and a
minimester in length and requires the completion of 41 credits. There are two excep-
tions; the Primary Care Nursing specialty is four semesters requiring 54 credits and
Gerontological Nursing is three semesters and a summer session requiring 44-45 credits.

Areas of Concentration

Each student selects a clinical practice area and a functional role area. The student
then chooses either one of these as the area of concentration (major).

The student selects one area of concentration (major) from the following:

1. Administration

2. Child Psychiatric Nursing

3. Community Health Nursing

4. Education

5. General Psychiatric Nursing

6. Gerontological Nursing

7. Maternal and Child Health Nursing (Nursing of Children or Maternal-
Infant Nursing)

8. Medical-Surgical Nursing

9. Primary Care Nursing (Adult or Pediatric)

For those choosing to major in administration or education, a clinical practice area
must also be selected from one of the following:

a. Community Health Nursing

b. Maternal and Child Health Nursing

c. Medical-Surgical Nursing

d. Psychiatric Nursing or Child Psychiatric Nursing

In addition, all students select a functional role track from one of the following:

a. Administration of Nursing Service

b. Administration of Nursing Education

c. Teaching in Associate Degree Program

d. Teaching in Baccalaureate Degree Program

e. Teaching in Staff Development

f. Clinical Nurse Specialization

Curriculum Design

In summary, the curriculum design contains the following components:

1. Core courses required of all graduate students regardless of the area of concen-
tration.

2. Clinical courses required of students in their chosen clinical area (i.e., Com-
munity Health, Gerontological, Psychiatric, Child Psychiatric, Medical-Surgical,
Maternal and Child or Primary Care Nursing). All students take a designated

number of these courses regardless of whether their area of concentration is in
clinical practice or role specialization.

Functional role track courses required of students in their chosen functional
role (i.e., Administration in Nursing Service, Administration in Nursing Edu-
cation, Teaching in A.D. Program, Teaching in B.S. Program, Teaching in
Staff Development, and Clinical Nurse Specialization). All students take a
designated number of these courses regardless of their area of concentration.
Research courses required of all graduate nursing students.
Support courses vary according to the student's area of concentration. These
might include non-nursing courses.

Summary of Design

General Plan:

Core 10 credits

Clinical 6 credits

Role 6 credits

Support 8 credits

Research 5 credits

Thesis/Electives 6 credits

Total 41 credits

Gerontological Nursing:

Core 10 credits

Clinical 6 credits

Role 6 credits

Support 11-12 credits

Research 5 credits

Thesis/Electives 6 credits

Total 44-45 credits

Primary Care Nursing:

Core 10 credits

Clinical 15 credits

Role 6 credits

Support 9 credits

Research 5 credits

Thesis/Electives 6 credits

Elective-Role Prerequisite . 3 credits

Total 54 credits

(includes 6 credits for second clinical area)

Thesis/Non-Thesis Option

A student may elect either a thesis or a non-thesis option, depending on the nature of
the problems she/he wishes to investigate and her/his career goals; six credits are
earned for either option. In addition, all students must successfully pass a written com-
prehensive examination.

Thesis Under the guidance of a committee, the student designs, imple-

ments, evaluates and orally defends a research project.

Non-Thesis Under the guidance of the adviser, the student takes six credits

of electives and submits one scholarly seminar paper.

RESOURCES

Over 60 community and health care agencies cooperate with the program in providing
sites for clinical and role practicum experiences and for the conduct of research. In some
instances, faculty have joint appointments with the School and the agency.

Additional resources are available through the offerings of other schools of the
health professions. Non-nursing courses also may be taken on the College Park campus,
at the University of Maryland Baltimore County (UMBC) campus or through Univer-
sity College on the Baltimore campus.

In addition to the Health Sciences Library, the students have access to the Enoch
Pratt Free Library of Baltimore, the Library of Congress in Washington, and the Na-
tional Library of Medicine in Bethesda, Maryland. (See General Information, Instruc-
tional Facilities and Resources Section: Instructional Media Center and the Center for
Research and Evaluation.)

ADMISSION

Admission to graduate study at the University of Maryland is the exclusive responsi-
bility of the Graduate School and the Dean for Graduate Studies and Research. Appli-
cations to the graduate program in nursing are reviewed by faculty in the student's area
of concentration and by the School of Nursing Graduate Committee on Admissions,
Progression and Graduation. Recommendations for acceptance are then made by the
Committee to the Dean for Graduate Studies and Research.

Any student who wishes to attend the School of Nursing must apply for admission,
submit required credentials, and be accepted for matriculation. Consideration is given
to academic work completed in other schools. Personal references are required.

After an applicant has been accepted, a faculty adviser is assigned. The adviser
and the student plan a program of study leading to the degree. Course credits are offi-
cially accepted for the degree only after the student has matriculated in the School of
Nursing.

Senior students in their final semester of work toward a bachelor's degree may be
offered provisional admission to the graduate program pending the receipt of a supple-
mentary transcript recording the satisfactory completion of undergraduate course work
and the awarding of the degree. Completed records of all previous work must be re-
ceived within three months following the completion of such study and the awarding
of the baccalaureate degree.

The student must matriculate within 12 months after notification of admission
acceptance. If the student does not acknowledge the acceptance, a new application must
be submitted for future enrollment.

Starting on the first day of matriculation, a time limit of a maximum of five years
is allowed for the completion of graduate degree requirements. This applies to part-time
and full-time students.

Admission Requirements

The student's previous academic work, personal qualifications and professional ex-
perience are evaluated to determine if prerequisites have been met. Prerequisite courses
do not carry credit toward the master's degree.

For admission, the applicant must meet the requirements of both the Graduate
School and the Graduate Committee on Admissions, Progression and Graduation of the
School of Nursing. The School of Nursing requirements are:

1. a baccalaureate degree with an upper division nursing major from an NLN
accredited program;

2. satisfactory completion of a course in elementary statistics;

3. a photocopy of current licensure for the practice of nursing in one state;

4. official scores on the Graduate Record Examination (aptitude portion) and the
Miller Analogies Test (allow 6-8 weeks for receipt of test scores);

5. undergraduate grade point average (GPA) of 3.0 on a 4.0 point scale. If GPA
is between 2.75 and 3.0, provisional acceptance may be considered if the can-
didate demonstrates graduate study potential by other means;

6. evidence of personal and professional qualifications from three professional
individuals familiar with applicant's academic ability, work experience, pro-
fessional nursing contributions and potential to achieve in Graduate School.
Suggested sources for recommendations include nurse educators, nurse admin-
istrators and colleagues from other disciplines who have worked with the appli-
cant. Two of the references must be from nurses;

7. personal interviews are required for Primary Care Nursing and are encouraged
by all specialty areas;

8. two years of full-time clinical experience are required for Primary Care; one
year of full-time clinical experience is required for Community Health and one
year of experience in a maternity or pediatric setting is required for Maternal
and Child Health Nursing;

9. one year of full-time clinical experience is required for students wishing to
major in the administrative or teaching area. (Applicants with somewhat less
experience may be accepted as part-time students if full-time work experience
is being pursued.)

Those applicants who exhibit exceptional qualities without meeting the stated cri-
teria may apply for special consideration. Students who seek variance from an academic
policy should appeal to the Committee on Admissions, Progression and Graduation.

A written offer of admission from the Graduate School will be sent to an applicant
who meets all admission requirements. The offer will specify the time of entrance which
will normally coincide with the requested starting time. Upon acceptance by the Grad-
uate School, the applicant should reconfirm enrollment intentions by writing to the
School of Nursing. If the applicant is unable to enroll at the expected date, a written
request for a postponement of the admission date is made through the School of Nurs-
ing. If these arrangements are not made within one year of anticipated enrollment date,
the offer of admission lapses, and a new application and fee must be submitted to be
reconsidered for admission.

The offer of admission may be used as a permit to register for courses. Permanent
identification as a graduate student will be issued at the time of first registration.

Admission Procedure

The admission forms should be obtained from the Office of Graduate Studies and Re-
search, University of Maryland at Baltimore, 624 W. Lombard St., Baltimore, Md.
21201.

1. An application fee of $15.00 must accompany the application for admission.
This fee is not refundable under any circumstance, but if the applicant is ac-
cepted and enrolls for courses, it will serve as a matriculation fee.

2. The following materials should be returned directly to the Office of Graduate
Studies and Research, University of Maryland at Baltimore, 624 W. Lombard
St., Baltimore, Md. 21201:

a. two copies of the application for admission to the Graduate School;

b. application fee;

c. two sets of official transcripts from each college and university attended. If
applicant is a diploma school graduate, transcripts of the diploma course
work are also required;

d. letters of reference from three professionals who know the candidate's quali-
fications;

e. official record of the results of:

1. the Miller Analogies Test (test available through testing services of
most colleges and universities) ;

2. the Aptitude Portion of the Graduate Record Examinations (Applicants
should write to the Graduate Record Examinations, Educational Testing
Services, Princeton, N.J. 08540 for details.);

3. Applications and supporting documents must be received by July 1 for
the fall semester, December 1 for the winter session and the spring
semester, and May 15 for the summer session.

Admission Status

Applicants are offered admission status in the graduate program according to the fol-
lowing categories :

1. Unconditional Admission: applicant meets all requirements;

2. Provisional Admission: applicant does not meet all requirements for uncondi-
tional admission but who in the opinion of the Graduate School and the Grad-
uate Program Admissions Committee demonstrates potential for graduate
study. To qualify for continued enrollment the student admitted provisionally
must achieve a B grade or above in every course during the first semester of
full time study (the first 12 credits for part-time students). Unconditional status

will be granted upon attainment of a B grade or better in every course in the
first semester of full-time study (minimum of 9 credits) or in the first 12 credits
of part-time study;

3. Incomplete Admission: applicants for whom information is incomplete;

4. Nondegree Graduate Status: applicant may enroll on a "course work only"
basis for a specified period of time if the applicant's record meets Graduate
School standards.

Admission is granted by the Dean for Graduate Studies and Research and is con-
firmed by enrollment in the term for which admission is approved.

Part-time Study

Students eligible for admission but who are able to devote only a portion of their time
to graduate study are subject to the same privileges and matriculation requirements as
full-time students. Part-time students are urged to assume responsibility for program
planning with an adviser. All students must complete the program within five years of
matriculation.

A graduate student who is in good standing at another institution may apply to
enroll for a single course or summer session (see Categories of Admission in the Gradu-
ate School Bulletin).

Foreign Students

Students from foreign countries who show evidence of education equivalent to a bac-
calaureate degree in nursing are considered for admission. All applicants who are not
citizens of the United States are classified as foreign students for admission purposes
(see the Graduate School Bulletin for further information).

Record Maintenance and Disposition

All records, including academic records from other institutions, become the official
file and can neither be returned nor duplicated without the student's prior consent. Pro-
visions are made for students to review their records if they desire.

Admission credentials and application data are retained for one year only. This
regulation pertains to applicants who: did not register for courses at the period for
which they had been admitted; did not respond to a departmental request for additional
information; did not respond to requests for additional transcripts or test results; or
were disapproved for admission.

Student Advisement

Upon admission to the graduate program each student is assigned an academic adviser
from the major area of concentration. The student is also assigned an adviser in the
secondary area of interest. The adviser assignments are subject to change as additional
interests of the student are determined or upon request of the adviser or advisee. The
adviser is available for academic counseling and guides the student in a plan of study,
determination of thesis or non-thesis option, and selection of thesis chairman or readers
for the seminar paper.

A nondegree student is assigned an adviser at the time of acceptance. An official
record of courses is kept for all nondegree students. If a student subsequently wishes
to enter the degree program, reapplication is necessary. While consideration may be
given at a later date to the application of credits earned toward a degree program while
in this status, there is no assurance that such requests will be granted. If granted, a
maximum of six credits may be transferred.

Plan of Study

student's School of Nursing file. Any major alteration of the plan necessitates the refiling
of an amended plan. It is suggested that students retain a copy of this plan for their
own files.

The entire course of study constitutes a unified program approved by the student's
major adviser and by the Graduate School. Faculty in each department provide indi-
vidualized guidance in the selection of courses based upon guidelines and policies
approved by the Graduate Curriculum Committee and the Graduate School. Consider-
able flexibility is possible within a student's area of interest and specific career goals.
Beginning competence in research is provided by the inclusion of courses in research
and statistics.

The nature of graduate education requires serious and rigorous study. All students
are required to successfully pass a written comprehensive examination. Additional regu-
lations and requirements may be found in the Baltimore campus bulletin of the Gradu-
ate School and in Important Dates for Advisers and Students, issued each year by the
Graduate School.

REGISTRATION

Registration is conducted by the Office of Admissions and Registrations, UMAB campus.
The student receives detailed instructions concerning dates and registration procedures.
Each matriculated student in the School of Nursing must obtain official approval from
an adviser for all courses in which enrollment is sought outside the School of Nursing.
Credit is granted only if such courses have had prior approval and are successfully com-
pleted. Students must file a list of these courses with the registrar on a registration card
signed by the adviser. Graduate students are not permitted to enroll for courses on a
pass/fail basis.

Students admitted to the Graduate School pay tuition fees whether or not the credit
will be used to satisfy program requirements. Graduate credit will not be given unless
the student has been admitted to the Graduate School. The admission of a new student
is validated when he registers for and completes at least one course during the semester
for which entrance was authorized.

Every student must register during the official registration period. Students failing
to register during these periods will be subject to late registration fees and must have
the consent of their adviser, the course instructor, the Graduate School, and the regis-
trar.

Late Registration Fee $20.00

Change Fee charged for each change in program 5.00

Students must be registered for at least one credit in the semester in which they
wish to graduate.

After classes begin, students who wish to terminate their registration must follow
the withdrawal procedures and are liable for charges applicable at the time of with-
drawal.

Registration is completed with the payment of the required fees. Privileges of the
University are available only after registration has been completed.

GRADUATE UNIT SYSTEM

In order to accurately reflect the involvement of graduate students in their programs of
study and research, and the use of University resources in those programs, the graduate
councils use the graduate unit system in making calculations to determine full or part-
time graduate student status, in the administration of minimum registration requirements
described below, and in responding to student requests for certification of full-time status.
The number of graduate units per semester credit hour is calculated in the following
manner:

Courses in the 001-399 series carry 2 units/credit hour.

Courses in the 400-499 series carry 4 units/credit hour.

Courses in the 500-599 series carry 5 units/credit hour.

Courses in the 600-798 and 800-898 series carry 6 units/credit hour.

Master's thesis research (799) carries 12 units/credit hour.

Doctoral dissertation research (899) carries 18 units/credit hour.

To be certified a full-time student, a graduate student must be officially registered
for a combination of courses equivalent to 48 units per semester. A graduate assistant
holding a regular appointment is a full-time student if registered for 24 units in addition
to the service appointment.

Any graduate student making any demand upon the academic or support services
of the University, whether taking regular lecture, seminar or independent study courses,
using University libraries, laboratories, computer facilities, office space, consulting with
faculty advisers or taking comprehensive or final oral examinations, must register for the
number of graduate units which, in the judgment of the faculty adviser, accurately reflect
the student's involvement in graduate study and use of University resources.

SCHOLASTIC REQUIREMENTS

The Graduate School requires that a student achieve a B or 3.0 GPA for the entire
program. No grade below a C is acceptable toward the graduate degree. The School
of Nursing requires that a student receive a B or higher in the nursing courses in
her/his area of concentration. Any course with a grade below B in the area of con-
centration must be repeated.

Since graduate students must maintain an overall B average, every credit hour
of C in course work must be balanced by a credit hour of A. A course in which a
grade of less than B is received may be repeated. The grade on the repeated course
whether it is higher or lower than the original grade replaces the original grade. Courses
in the degree program which are completed with a D or F must be repeated. Grades
earned for thesis research are not included in the computation of the GPA.

Grades from courses which are transferred in for degree credit from other schools
and/or previous study are also not included in the computation of the GPA.

Transfer Credits

A maximum of six credits of acceptable graduate level course work may be applied
toward the master's degree as transfer credits from another school or from the course
work only status. Permission must be given by the major adviser and the Graduate School
before any credits are transferred. In order to be eligible for transfer, the transfer course
must have been taken within the five-year limit for the degree, and it may not have
been used to satisfy requirements for any other degree or admission into the graduate
program. Transfer credits are not calculated in the final grade point average (GPA).

Credit by Examination

A graduate student may receive credit-by-examination only for a course which he is
otherwise eligible to receive graduate degree credit. A maximum of six credits is pos-
sible through credit-by-examination; nine credits can be accepted in the Primary Care
Nursing program. A graduate student seeking to utilize this option must obtain the con-
sent of the adviser and of the instructor currently responsible for the course. The gradu-
ate School maintains a list of courses for which examinations are available or will be
prepared. Full-time students are charged $30.00 for each course examination regardless
of the number of credits. This fee is paid upon application for the examination and is
not refundable regardless of whether or not the student completes the examination.
Part-time students are charged on the same cost-per-credit-hour basis as though they
were taking the course in the regular manner. The grade(s) received for course (s)
accepted through credit-by-examination is (are) computed in the grade point average.

Withdrawal from a Course

A withdrawal is noted on the student's transcript by a WD. In cases of excessive ab-
sences from courses an F is given unless the student officially withdraws from a course.
The semester credits for the F grade are computed in the grade point average.

Incomplete Course Work

A grade of I (Incomplete) is given if course work is not completed because of ill-
ness or other reasons satisfactory to the instructor. In calculating the GPA, 1 = 0; there-
fore a grade of I constitutes a penalty until the I grade is removed. The work must
be completed and the I grade must be converted to a letter grade by the end of the
next semester (exceptions include courses numbered 799 or 899 or special problems
courses requiring two or more semesters of work before a grade can be determined).
If the course requirements are not completed the I grade can be changed by the in-
structor to a grade appropriate to a computation without the missing work. A course
with an incomplete grade should not be repeated. Students with provisional admission
or on academic probation may not register for additional course work until the I
grade is removed.

Unsatisfactory Achievement

At the end of each semester, the record of any student with a grade point average be-
low 3.0 is reviewed by the Graduate Committee on Admissions, Progression and
Graduation. A student's registration in the graduate program may be discontinued at
any time if work or progress is deemed unsatisfactory.

1. When either the cumulative or semester grade point average is between 2.71
and 2.99 at the end of any semester of full-time study (or 12 credits of part-
time study), upon recommendation of the Graduate Committee on Admissions,
Progression and Graduation, the student may be placed on probation and per-
mitted another semester of study (or 12 credits of part-time study). At the
end of the semester on probation, the cumulative grade point average must be
3.0 in order for the student to remain in the School.

2. When the grade point average is 2.7 or below upon completion of any semester
of full-time graduate study (or 12 credits of part-time study), upon recom-
mendation of the Graduate Committee on Admissions, Progression and Gradu-
ation and the Dean of the Graduate School, the student will be requested to
withdraw. To be considered for readmission, the procedures and policies out-
lined for admission must be followed; the application records will be reviewed
with those of all new applicants.

Withdrawal, Suspension, Dismissal

A "Graduate School Program Withdrawal Form" must be completed and submitted
when a student officially withdraws from the graduate program. An application for with-
drawal bearing the proper signatures must be filed in the Office of the Registrar. If a
student leaves the University prior to the conclusion of a semester or session, the date
used in computing a refund is the date the application for withdrawal is filed in the
registrar's office. A student who withdraws during the semester and does not file an
application for withdrawal with the registrar will receive marks of failure in all courses
and will forfeit the right to any refund.

The faculty adviser and graduate student share the responsibility for the student's
progress. Students are expected to comply with rules and procedures of the Graduate
School as well as with specific requirements established by individual departments. In
fulfilling this responsibility the student should seek the advice of a faculty adviser, de-
partment chairperson, and/or the administrative officers of the School of Nursing and
the staff of the Dean for Graduate Studies.

Procedures are established to protect the institution's integrity and the individual
student's interests and welfare. The University of Maryland, through its various faculties
and appropriate committees, reserves the discretionary right to suspend any student from
the University for failure to maintain a satisfactory academic record, acceptable personal

behavior, accepted standards of practice in a clinical agency, or satisfactory standard of
health.

Graduation

The student must be registered for at least one credit in the semester in which
she/he wishes to graduate.

Application for the diploma must be filed with the Office of the Registrar within
the first three weeks of the semester in which the candidate expects to obtain a degree
except during the summer session. During the summer session, the application must be
filed in the Office of the Registrar during the first week of classes.

If, for any reason, a student does not graduate at the end of the semester in which
he applies for the diploma, he must reapply for it in the semester in which he expects
to graduate.

FEES AND EXPENSES

Matriculation (new students) $ 15.00

Tuition — per credit (in-state) 55.00

Tuition — per credit (out-of-state) 95.00

Supporting Facilities Fee (full-time) per semester 30.00

Supporting Facilities Fee (part-time) per semester 6.00

Student Health Fee (full-time) per semester 5.00

Student Health Fee (part-time) per semester 2.00

Health Insurance (Blue Cross) *

One Person 102.12

Two Persons 196.68

Family 261.98

Student Activity Fee ($7.00 per semester) 7.00

Graduation Fee 15.00

Continuous Registration Fee (Doctoral Candidates) 10.00

Late Registration Fee 20.00

Change Fee 5.00

:; Student Health and Health Insurance

Students with equivalent insurance coverage must provide proof of such member-
ship at the time of registration and obtain a hospital insurance waiver.

Health Services are provided for School of Nursing students through the Student
Health Office in Howard Hall.

Malpractice Insurance

All graduate nursing students are required to carry professional malpractice insurance
throughout their academic program. Documentation of coverage is required at the time
of every registration and must meet the amount set by the School of Nursing and clinical
agencies.

FINANCIAL AID OVERVIEW

Financial aid in the form of scholarships, grants, loans, and work-programs is awarded
to women and men students and is based upon apparent academic ability, nearness to
program completion and financial need. Applicants must complete a traineeship appli-
cation at admission or preregistration preceding the semester for which aid is sought.
Separate applications must be completed in the financial aid office to be considered for
funding from sources outside the school. Because of limitations in available funds,
preference is given to full-time students.

Recipients of financial aid are expected to make satisfactory progress toward attain-
ment of a degree and to abide by all academic and nonacademic regulations of the
University. Graduate students must maintain a 3.0 GPA to be eligible for financial aid.
In the case of new students, applicants must have been accepted for admission to the
University before the financial application will be reviewed.

Students should make early contact with the financial aid office to insure com-
pliance with filing dates for completed aid applications. Requests for information about,
and applications for, financial aid should be addressed to the following:

Student Aid Officer
University of Maryland at Baltimore
610 W.Lombard Street
Baltimore, Maryland 21201

SOURCES OF AID

University Sources

Traineeships — Students who meet admission requirements and are U.S. citizens are
eligible to apply to the School of Nursing for federal funds for full-time study. Profes-
sional nurse traineeships available from the Division of Nursing, Health Resources
Administration, Health, Education, and Welfare, provide tuition, fees, and a monthly
stipend. Students in selected specialty areas may also be eligible for support under
specialized grants obtained by the School of Nursing or available through application
to a specific foundation or funding source. Since there are limitations on the number
of traineeships available, applicants are ranked according to total professional back-
ground.

In the case of all traineeships, prospective students make application to the School
of Nursing. No action is taken by faculty until eligibility for admission has been estab-
lished. Graduate students also are referred to the Federal Nursing Loan and Scholar-
ship Program available through the financial aid office.

Nurse Training Act Scholarships and Loans — Scholarships to a maximum of $2,000
annually and loans to a maximum of $2,500 annually are available. Loans are at three
per cent annual interest with principal and interest payments beginning nine months
after graduation; deferment and cancellation provisions are available.

College Work-Study — Support for students in career related employment both on and
off campus during the academic year as well as the summer months may be available.

Non-University Sources

Bank Loans — Students may obtain educational loans through private lending institu-
tions such as banks or credit unions. In many cases, federal assistance in the payment
of the seven per cent interest can be obtained. As lenders have limited funds for this
program, students are encouraged to contact their lending institutions at the earliest
possible date.

The Maryland Higher Education Loan Corporation (MHELC) Program permits
graduate students to borrow up to $2,000 annually. MHELC applications are available
in the Student Aid Office.

EMPLOYMENT OPPORTUNITIES

Graduates of the master's degree program of the University of Maryland have a variety
of employment opportunities. Surveys of recent graduates (since 1975) indicate 100%
employment. Approximately 60% of these graduates are employed in hospitals, 30%
as faculty in schools of nursing and 10% in other areas including nursing homes, com-
munity mental health and public health clinics. Salaries vary with the type of position,
the setting, the geographical areas, and the individual graduate's professional experi-
ence. Beginning salaries in the Baltimore-Washington, D.C. area for new master's grad-
uates range from $12,709 — $18,000 per year.

GRADUATE STUDENT ORGANIZATIONS

Graduates in Nursing (GIN) is an organization of all the students in the graduate
program in the School of Nursing. The purpose of the organization is to foster unity
among graduate students to aid in the pursuit of individual, institutional and profes-
sional goals, and to enhance communication among students, faculty and the com-
munity. Student representatives function in a liaison capacity by serving on various
School and University committees. GIN serves the graduate student body through orien-
tation programs, a monthly newsletter, education and social functions, and the estab-
lishment of ad hoc committees when student, faculty and community needs arise.

As a focal point for graduate student awareness, the UMAB Graduate Student
Association (GSA) is comprised of one representative from each department on
campus that offers a graduate degree. Its main purpose is to promote a better graduate
student life by providing efficient orientation of new students, communicating research
interests across departmental lines, and providing a channel for the communication of
graduate student concerns to the Dean for Graduate Studies and Research and to the
Graduate Council. The Graduate Student Association chooses one of its own members
each year to serve as a voting member of the Graduate Council and also elects repre-
sentatives to the UMAB Senate.

COURSE DESCRIPTIONS

NURS 602 Conceptual Framework for Nursing Practice (5) This course provides
an introduction to the articulation of a philosophy of nursing to a conceptual framework
for nursing practice. Our philosophy states that the personal, cognitive, and physical
expressions of health interact throughout life and unfold in dynamic interplay with the
environment. The two credit theory session each week is a coordinated approach by
representative departmental faculty in which the study of scientific concepts which in-
fluence man's expressions of health is emphasized. The other three credits provide a
departmentally supervised clinical practicum with emphasis on assessment and on
evaluation of nursing interventions or regulatory processes. (Reid and Faculty)

NURS 604 Organizational Behavior and Role Fulfillment (3) An exploration and
analysis of commonalities inherent in nursing practice in various roles. Content from
systems, role, organizational behavior, consultation, learning and change theories pro-
vides the basis for synthesis into a conceptual framework of practice in teaching, clinical
practice and administration. (Faculty)

NURS 606 Influential Forces, Health Care and Health Care Systems (2) The iden-
tification and analysis of the economic, social, political and educational forces which
influence the health of man, affect the health care delivery system and produce changes
in nursing. (Faculty)

NURS 608 Special Problems in Nursing (1-3) Provides for alternative learning ex-
periences: independent study; development of specific clinical competencies; classes
focusing on a variety of special interest topics or topics of an interdepartmental nature.
Registration upon consent of adviser. Students may register for one-three credits per
semester with a maximum of six credits per degree. (Faculty)

NURS 611 Introduction to Concepts and Techniques of Primary Care Nursing (2)

This course emphasizes the development of the student's concepts of the expanded
nursing role. It builds on assessment skills and knowledge pertaining to the conceptual
framework acquired in NURS 602. It provides opportunity to collect and analyze data
with a variety of skills and techniques that expand the nursing process for the health
of adults. Concurrent: NURS 602, NPHY 480. (Faculty)

NURS 613 Clinical Diagnosis and Management I (4) This course prepares the stu-
dent to function at a beginning level as a nurse practitioner in an ambulatory setting.
This is the first of two sequential courses which focuses on a different set of health
problems for study. The student applies the nursing process by performing diagnostic
methods, developing plans of care, and implementing nursing strategies to promote per-
sonal, cognitive and physical health of clients with common health problems. Prerequi-
site: NURS 611, NPHY 480. Open to majors only. (Faculty)

NURS 614 Clinical Diagnosis and Management II (4) This course prepares the
student to function as a nurse practitioner in an ambulatory setting with clients who
have complex health problems. This is the second of two sequential courses which apply
the nursing process by performing communication and assessment skills, interpreting
findings, applying laboratory diagnostic methods, developing plans of care, and imple-
menting nursing strategies to promote personal, cognitive and physical health of clients.
Prerequisite: NURS 613. Open to majors only. (Faculty)

NURS 615 Advanced Primary Health Care (5) This course consists of intensive
applied clinical experience and seminar sessions. It is designed to assist the student in
analyzing multiple variables in health and disease, and through a problem-solving ap-
proach, determine an optimal plan in relation to both short and long-term goals. The
emphasis is on increased independence and decision-making in an interprofessional en-
vironment. Prerequisite: NURS 614. Open to majors only. (Faculty)

NURS 618 Special Problems in Primary Care (1-3) An independent study experi-
ence which allows students in the primary care department to develop special compe-
tencies or obtain in-depth clinical experience. Students outside the Department of Pri-
mary Care Nursing may elect this experience to study selected concepts relating to
primary care nursing. Registration upon consent of adviser. Students may register for
varying units of credit ranging from one-three credits per semester with a maximum of
six credits per degree. (Faculty)

NURS 621 Medical-Surgical Nursing I (2) The first level Medical-Surgical Nursing
course focuses on systematic exploration of concepts that are particularly pertinent to
adult clients with physical alterations. The concepts are developed within the graduate
program framework, interrelationships among concepts are determined and clinical
implications are considered. Values, beliefs, and attitudes about nursing, health, and
illness are explored. Prerequisite or concurrent: NURS 602 and NPHY 480. (Shubkagel
and Faculty)

NURS 622 Medical-Surgical Nursing II (4) Building on Nursing 602 and 621 this
course focuses on the articulation of selected concepts with the development, imple-
mentation, and evaluation of regulatory processes from the perspective of the graduate
program framework. The practicum gives the students an opportunity to test the pre-
sented theory within a clinical perspective, to strengthen and extend previously acquired
knowledge and skill, and to progress toward attainment of individual clinical goals.
Prerequisite: NURS 621. (Shubkagel and Faculty)

NURS 625 Introduction to Gerontological Nursing (2) This introductory course
traces, via an historical perspective, the beginnings of the science of gerontology and
gerontological nursing. The focus is on implications for nursing in regard to the myths
and misconceptions, current health care problems and the influence societal thinking
has had on attitudes and interests regarding the elderly. (Brock)

NURS 626 Processes of Aging: Implications for Nursing Care (4) This course pro-
vides an indepth analysis of specific concepts related to the cognitive, physical and psy-
chosocial health care problems of the aged. The emphasis in exploring these concepts
is on assessment methodologies and nursing care strategies which are designed to assist
the aged person to cope with alterations in the expressions of health related to the aging
process and, where possible, prevent the occurrence of alterations in health. (Brock)

NURS 628 Special Problems in Medical-Surgical Nursing (1-3) Provides alternative
learning experiences: independent study; development of specific clinical competencies;
classes focusing on a variety of special topics or topics of an interdepartmental nature
within the broad category of medical-surgical nursing. Registration upon consent of
adviser. Student may register for varying amounts of credits ranging from one-three
credits per semester with a maximum of six credits per degree. (Shubkagel and Faculty)

NURS 631 Maternal and Infant Nursing I (2) First of a two-semester sequence. A
conceptual approach which focuses on extensive understanding of nursing in society's
total program of maternal health services with emphasis on increased practitioner skills
for independent and collaborative components of professional nursing of mothers and
infants. Prerequisite: NURS 602. (Neal and Faculty)

NURS 632 Maternal and Infant Nursing II (4) Focuses on extensive knowledge and
understanding of maternal care and on gaining increased collaborative and practitioner
skills in professional nursing within interdisciplinary health agencies and institutions.
Second semester of a two-semester sequence. Prerequisite: NURS 602 and NURS 631.
(Neal and Faculty)

nature within the broad category of maternity nursing. Registration upon consent of
adviser. Student may register for varying amounts of credit ranging from one-three
credits per semester with a maximum of six credits per degree. (Neal and Faculty)

NURS 641 Nursing of Children I (2) First semester of a two-semester sequence.
Focuses on extensive knowledge and understanding of nursing in society's total program
of childhealth services and on gaining increased practitioner skills in professional nurs-
ing of children. Prerequisite: NURS 602. (Neal and Faculty)

NURS 642 Nursing of Children II (4) Focuses on extensive knowledge and under-
standing in society's total program of child health services and in gaining increased
collaborative and practitioner skills in professional nursing of children. Second semester
of a two-semester sequence. Prerequisite: NURS 602 and NURS 641. (Neal and
Faculty)

NURS 648 Special Problems in Nursing of Children (1-3) Provides alternative
learning experiences: independent study; development of specific clinical competencies;
classes focusing on a variety of special interest topics or topics of an interdepartmental
nature within the broad category of nursing of children. Registration upon consent of
adviser. Student may register for varying amounts of credit ranging from one-three
credits per semester with a maximum of six credits per degree. (Neal and Faculty)

NURS 650 Individual Therapy I (3) The course will consist of one theory seminar
per week, clinical experience in which the student provides two hours of individual
psychotherapy per week, and a supervisory seminar with individual supervision as
needed. In this course, students are given the opportunity to examine and apply con-
cepts that include dynamics of human behavior, formation of personality, the techniques
of problem-solving, and the skills of communication in relation to therapeutic nursing
care of psychiatric patients. Offered Fall Semester. (Robinson)

NURS 651 Individual Therapy II (3) The course will consist of a seminar every
other week and clinical experience in which the student provides a minimum of two
hours of individual psychotherapy per week. Supervision of the practicum is weekly.
Twice a month the scheduled supervision will occur in a group; the alternate week's
supervision is on an individual basis. Both process recordings and tape recorded inter-
views will be utilized. In this course, students are given the opportunity to expand their
knowledge of concepts and therapeutic interviews with psychiatric patients which they
identified in NURS 650. Prerequisite: NURS 650. (Robinson)

NURS 652 Group Theory and Practice I (3) This course is designed to provide the
basis for a conceptual framework in group psychotherapy. Emphasis is placed on the
application of theory to group practice. Included is the study of the therapist's role in
the development of technical and communication skills in group work. Each student is
required to co-lead a group approved by the faculty. (McManama)

NURS 653 Group Theory and Practice II (3) This course is designed to further
develop the student's theoretical and clinical expertise in group work and group psycho-
therapy. Emphasis is placed on the role of the therapist in the integration and utilization
of theoretical concepts to clinical group practice and in developing skills in supervision.
Specialized group therapy techniques and research as related to group practice are
reviewed. Each student is required to co-lead a group approved by the faculty. Pre-
requisite: NURS 652. (McManama)

NURS 654 Liaison Nursing (3) The students gain skills in therapeutic interaction
with hospitalized, physically ill patients based upon their assessment of the patient's
psychological needs and an evaluation of appropriate vehicles for their gratification.
Goals are established which take into consideration physiological versus psychological
priorities, assigning weights in terms of immediacy of need. The hospital is viewed as
a social system, and means of interacting effectively in it are explored. Offered Spring
Semester. (Robinson)

NURS 655 Orientation to Critical Concepts in Family (3) Orientation to the theories
and techniques of family therapy. Emphasis on family systems theory (the Bowen
Theory). Interview experience with selected families and development of observational
skills. (Cain and Ward)

NURS 656 Introduction to Clinical Practice With Families (3) Orientation to the
role of the clinician in family therapy. Emphasis is on the identification of existing
family behavior patterns. Clinical practice with at least one family. Prerequisite: NURS
655. (Cain and Slater)

NURS 657 Advanced Clinical Practice With Families (3) Advanced clinical prac-
tice and refinement of clinical skills. Prerequisite: NURS 656. (Cain)

NURS 658 Special Problems in Adult Psychiatric Nursing (1-3) Provides alternative
learning experiences: independent study; development of specific clinical competencies;
classes focusing on a variety of special interest topics or topics of an interdepartmental
nature within the area of adult psychiatric nursing. Registration upon consent of ad-
viser. Student may register for varying amounts of credit ranging from one-three credits
per semester with a maximum of six credits per degree. (Faculty)

NURS 660 Introduction to Selected Aspects of Child Development I (2) This course
explores selective theoretical concepts of child development during the first six years
of life. Emphasis is placed on integrating personality development and intellectual de-
velopment. Assessment tools which reflect the theories presented will be discussed.
(McElroy)

NURS 661 Orientation to Critical Problems in Family-Child Relationships I (2)

First semester of a two-semester sequence. Examination of theoretical concepts of nor-
mal and abnormal psychological developments that are applicable to nursing situations.
(Faculty)

NURS 664 Introduction to Selected Aspects of Child Development II (2) This course
explores selective theoretical concepts of child development during the years from seven
through adolescence. Emphasis is placed on examining the following theorists: Erikson,
Winncott, Lidz and Piaget. Prerequisite: NURS 660. (McElroy)

NURS 665 Comprehensive Care of Children With Psychiatric Disorders I (4) Sec-
ond semester of a two-semester sequence. Assessment of child psychiatric nursing prac-
tice in primary, secondary, and tertiary prevention of emotional disturbances of chil-
dren. Students gain experience in practice of treatment modalities in inpatient and
community settings. (Faculty)

NURS 668 Special Problems in Child Psychiatric Nursing (1-3) Provides for alterna-
tive learning experiences: independent study; development of specific clinical compe-
tencies; classes focusing on a variety of special interest topics or topics of an
interdepartmental nature within the broad category of child psychiatric nursing. Regis-
tration upon consent of adviser. Student may register for varying amounts of credit
ranging from one-three credits per semester with a maximum of six credits per degree.
(Faculty)

NURS 670 School Health (2) This course is designed to examine factors and pro-
grams that contribute to the promotion and maintenance of health in the school popu-
lation. The development of school health programs and services are discussed. Issues,
legislation and organizations involved in school health are explored. This course includes
a variety of learning experiences such as field trips where students have the opportunity
to develop an interdisciplinary approach to the population. AHEC experience is avail-
able. Prerequisite: NURS 602 or permission of instructor. Open to non-nursing majors.
Offered Winter Session. (Northrop)

NURS 671 Epidemiology (2) A contemporary approach to epidemiological concepts
and methods. General considerations and laboratory application to data in specific

situations. Open to non-nursing majors with permission of instructor. Prerequisite: Sta-
tistics. Offered Spring Semester. (Kohler)

NURS 672 Community Health Nursing I (1) This first level departmental course
is designed to explore the relevancy of the school's conceptual framework for community
health practice. Students also discuss the nature and scope of community health nursing
and its relationship to the public health sciences and to nursing. Family and community
are identified as the basic units of study and primary prevention as a major responsi-
bility. Prerequisite or concurrent: NURS 602. Offered Fall Semester. (White and Ruth)

NURS 673 Community Health Nursing II (3) This is a required second level de-
partmental course. Although students continue with their community assessment and
one well family selected during NURS 602, analytical focus is extended to include the
use of regulatory processes with families who have multiple problems. Additional con-
ceptual frameworks commonly employed in family and community study are examined.
Program planning, implementation, and evaluation are discussed in relation to the stu-
dent's assessment of a community's health problems. Prerequisite: NURS 606 and
NURS 672. Offered Spring Semester. (Ruth and Northrop)

NURS 674 Community Health Nursing Within the Health Care System (2) This
course focuses upon the relationship between the health level of the community and
the organization of the health care system. Social and political forces and major public
policies that are shaping the organization and delivery of community health nursing
services will be analyzed. An examination of theory, research, governmental and other
professional documents will provide the bases for discussion as to how effective and
efficient services can be achieved. Various systems of health care organization will be
compared in terms of health level, structure, and reimbursement mechanisms. Open to
non-nursing majors with permission of instructor. Offered Spring Semester. (Ruth)

NURS 675 Community Health Nursing III (2) This is a required third level depart-
mental course for students whose area of concentration is community health nursing.
It is given concurrently with the practicum in role preparation. While the emphasis is
upon intervention strategies and regulatory processes in community health nursing, con-
tent related to public health administration is discussed and includes areas such as
reimbursement mechanisms, legislation and regulation, and standards of practice. Stu-
dents will plan, implement, and evaluate a health program of primary prevention in their
selected communities. Prerequisite: NURS 604 and NURS 673. Offered Fall Semester.
(Faculty)

NURS 676 Community Health Groups: Leadership Strategies (2) The theory con-
tent and practicum of this course offer learning experiences particularly pertinent and
applicable to working with well families and health-oriented community groups. The
course is designed to provide graduate students in community health nursing and other
specialty areas an opportunity to gain additional skills in the use of group leadership
strategies to bring about change toward defined goals and objectives. Prerequisite: Basic
course in group dynamics; permission of instructor. Open to non-nursing majors. Offered
Spring Semester. (White)

NURS 677 Urban Health (2) This course focuses on the impact of demographic and
social change on health in the urban setting. Emphasis is on viewing health and health
services within an analytical perspective stressing interrelationships with urban structure,
patterns of demographic transition, urban life styles and environments, and the resources
and strengths or urban community systems. Open to non-nursing majors with permission
of instructor. Offered Fall Semester. (Lenz)

NURS 678 Special Problems in Community Health Nursing (1-3) Provides alterna-
tive learning experiences: independent study; development of specific clinical competen-
cies; classes focusing on a variety of special interest topics or topics of an interdepart-
mental nature within the broad category of community health nursing. Registration by

consent of adviser. Students may register for varying amounts of credit ranging from
one-three credits per semester with a maximum of six credits per degree. (Faculty)

NURS 680 Curriculum and Instruction in Nursing Education (3) This course com-
bines the elements of the curriculum process with instructional principles and method-
ologies through both faculty and student conducted seminars. It is designed to assist the
student in the understanding and application of the foundations and methods of cur-
riculum development. Prerequisite or concurrent: NURS 604. (Blakeney)

NURS 682 Practicum in Teaching in Nursing (3) Experience in clinical and class-
room settings promotes the opportunity for development and increased skill in the total
teaching learning process. An analytical approach to teaching effectiveness is empha-
sized. Placement in junior colleges, baccalaureate programs or inservice settings is ar-
ranged according to track selected. Prerequisite or concurrent: NURS 680. (Matejski
and Robinette)

NURS 683 Practicum for Clinical Specialist in Nursing (4) Supervised experience
is provided by each clinical department which will prepare the graduate student to
function in the role of clinical specialist. Placement may be in community or home
settings, chronic and long-term care facilities as well as intensive care units. Concurrent:
NURS 684. (Faculty)

NURS 684 Seminar in Nursing — Clinical Specialization (2) This seminar focuses on
increasing organizational behaviors to function effectively as clinical nurse specialists.
Particular attention is given to improving the delivery of health care to consumers
through consultation, teaching, research, and clinical practice in medical-surgical, ma-
ternal and child health, psychiatric (adult and child), gerontological and community
health nursing. Concurrent: NURS 683. (Faculty)

NURS 685 Instructional Skills (3) This course, conducted by means of micro teach-
ing lab, fosters the development and analysis of selected teaching skills directed at pre-
determined levels of functioning in the cognitive, affective and psychomotor domains.
Prerequisite: NURS 604 and two semesters of clinical course work. Prerequisite or
concurrent: NURS 680. (Robinette)

NURS 688 Special Problems in Nursing Education (1-3) The major objectives of
this independent study experience are to develop further competencies in the area of
teaching. Registration upon consent of adviser. Student may register for one-three credits
per semester with a maximum of six credits per degree. (Faculty)

NURS 689 Special Problems in Clinical Specialization (1-3) The major objectives
of this independent study experience are to develop further competencies in the areas
of clinical specialization. Registration upon consent of adviser. Students may register
for one-three credits per semester with a maximum of six credits per degree. (Faculty)

NURS 691 Administration of Nursing Education (2) Application of administrative
processes as employed in nursing education settings. Comparison and contrasts of ad-
ministrative skill requirements among types of educational programs will be addressed
where appropriate. Prerequisite: NURS 604. (Hechenberger)

NURS 692 Administration of Nursing Service (2) Examination and application of
administrative processes employed in nursing service settings. The independent and
interdependent functions of nurse administrators in an organization, at various levels
of decision making, are identified and analyzed. Prerequisite: NURS 604. (Proulx)

NURS 693 Practicum in Nursing Service Administration (4) Field placements pro-
vide for synthesis of learning through observation of and participation in administrative
activities. Placements are arranged to support skill development in keeping with the
student's career goals. Regular conferences with university instructors and field preceptor
enrich the student's learning opportunity. Prerequisite: NURS 692. (Proulx)

NURS 694 Practicum in Nursing Education Administration (4) Field placement
provides for synthesis of learning through observation of and participation in adminis-
trative activities. Students may elect placement in baccalaureate or associate degree
basic education programs or in staff development settings. Regular conferences with uni-
versity instructors and the field preceptor enrich the student's learning opportunity.
Prerequisite: NURS 691. (Hechenberger)

NURS 695 Organization Development in Nursing (3) Explores the nature, origin,
and strategies of Organization Development. Concepts related to behavioral science
interventions for organizational improvements are based on the processes of planning,
organizing, leading, and evaluating. Prerequisite: NURS 604. (Hechenberger and
Hughes)

NURS 696 Cases and Concepts in Nursing Administration (2) Second level course
in Nursing Administration. It is a required course for students whose major area of
concentration is Administration of Nursing Service/Education and is an elective course
open to all other students. The course focuses on administrative cases and is designed
to assist the student in exploring administrative concepts and analyzing administrative
situations. Prerequisite: NURS 604. (Hechenberger and Proulx)

NURS 698 Special Problems in Nursing Administration (1-3) The major objective
of this independent study experience is to develop further competencies in the area of
administration. Registration by consent of adviser. Student may register for one-three
credits per semester with a maximum of six credits per degree. (Faculty)

NURS 701 Research Methods and Materials in Nursing (3) One four-hour lecture/
lab a week. Includes basic understandings of the philosophy of research, the nature of
scientific thinking, methods of research, and research literature in nursing. Working in
teams, students plan and implement a research study. Prerequisite: Basic statistics.
(Shelley and Faculty)

NURS 702 Application of Inferential Statistics to Nursing Research Designs (2) This
course emphasizes the requirements and interpretation of inferential procedures widely
used in nursing research designs. Statistical computer programs are utilized with actual
nursing data. Selection of the most appropriate procedure is stressed. Data snooping
and alternative analyses are studied including bivariate correlation, partial correlation,
one-way ANOVA, ANCOVA, multiple regression and various nonparametric analyses.
Instrument reliability is computed and an overview of other procedures is presented. A
pragmatic rather than mathematical approach is used. A three-hour session each week
combines lecture and lab. Prerequisite: NURS 701. (Faculty)

NURS 708 Special Problems in Nursing Research (1-3) The major objective of this
independent study experience is to develop further research competencies. Registration
upon consent of instructor. Variable amounts of credit ranging from one-three per
semester may be taken with a maximum of six credits per degree. (Faculty)

NURS 710 Health Supervision of the Well Child I (3) This is the first of two se-
quential courses which focus on health promotion and health maintenance for children.
This course deals primarily with the health needs of children during the first five years
of life. The student will function at a beginning level as a Nurse Practitioner in an ambu-
latory setting. Emphasis is placed on application of the nursing process: assessing the
physical, personal and cognitive expressions of health of well children during the first
five years of life within the context of their family environments; developing plans of
care based on knowledge of the cultural patterns of the family and of the predominant
pattern of organization of the child's expressions of health, implementing and evaluat-
ing nursing strategies to promote health and normal growth and development. Prerequi-
site: NURS 602, NURS 611 or permission of the instructor. (Faculty)

NURS 711 Health Supervision of the Well Child II (3) This is the second of two
sequential courses which apply the conceptual framework of the graduate program and

the nursing process through communication and assessment skills, developing plans of
care, implementing and evaluating the use of selected regulatory processes to promote
the personal, cognitive and physical health of children. The course focuses on the health
needs of school age children and adolescents. Normal growth and development are
emphasized. Prerequisite: NURS 710 or permission of instructor. (Faculty)
NURS 713 Common Health Problems of Children I (4) This is the first of two
sequential courses which focus on selected health problems of children frequently en-
countered in ambulatory settings and the underlying alterations in health equilibrium.
Emphasis is placed on problem identification, application of appropriate regulatory
processes and evaluation of the effectiveness of intervention. Prerequisite: NURS 602,
NURS 61 1 or permission of instructor. (Faculty)

NURS 714 Common Health Problems of Children II (4) The focus of this second
of two sequential courses is selected health care problems of children and the underlying
alterations in health equilibrium. The problems considered will be of a more complex
nature. Problem identification, application of appropriate regulatory processes and
evaluation of the effectiveness of intervention are emphasized. Prerequisite: NURS 713
or permission of instructor. (Faculty)

NURS 715 Advanced Primary Care of Children (5) This course is designed to assist
the student to integrate and synthesize the material from all course work, material
previously learned and some new concepts in Primary Care Pediatric Nursing. Clinical
experiences will allow the student to assume a more independent role in assessing and
managing the health care of children from birth to adolescence as part of a multi-
disciplinary health care team. Prerequisite: NURS 711 and NURS 714. (Faculty)

NURS 771 Occupational Health (2) This course provides an examination of issues
and research in occupational health. The expressions of health of working segments of
the adult population in various occupations will be explored. The role of the health
provider in occupational health is considered in terms of legislation, private and public
industry, unionized and nonunionized workers. This course includes a variety of learn-
ing experiences such as field trips where students have the opportunity to develop an
interdisciplinary approach to the population. AHEC experience is available. Prerequi-
site: NURS 602 or permssion of instructor. Open to non-nursing majors. Offered Winter
Semester. (Northrop and White)

NURS 799 Master's Thesis Research (1-6) (Faculty)

NPHY 421, 422 Principles of Human Physiology (3, 3) Required for students ma-
joring in maternal and child nursing. Open to all other students. (Urbaitis)

NPHY 480 Human Physiology (3) The focus of this course is directed toward the
study of selected areas in normal human physiology. Emphasis is given to analysis of
normal function at the cellular and organ levels. Major regulatory and integrative
mechanisms of the body are elaborated to elucidate body function. This course expands
upon a basic knowledge of physiology. (Selmanoff )

NPHY 610 Methods and Principles of Applied Physiology I (3) The first of two
sequential courses designed to provide the student with a deeper base of scientific knowl-
edge that correlates physiology and corresponding alterations to a process of clinical
diagnosis and management. The course elaborates upon specific pathophysiologic prin-
ciples and a study of disease entities. It also provides exercises in applying epidemio-
logical knowledge in clinical practice and preventive health settings. Prerequisite:
NPHY 480. (Faculty)

NPHY 611 Methods and Principles of Applied Physiology II (3) The last of two
sequential courses designed to provide the student with an indepth base of scientific
knowledge that correlates physiology and corresponding alterations to a process of
clinical diagnosis and management. The course elaborates upon specific pathophysiologic
entities and study of disease entities. It also provides exercises in applying epidemiologi-
cal knowledge in clinical practice and preventive health settings. Prerequisite: NPHY
480 and NPHY 610. Concurrent: NURS 614. Open to majors only. (Faculty)

CONTINUING EDUCATION
PROGRAM

The Continuing Education Program is designed to facilitate the life-long learning process
of individual nurses and provides an essential bridge between the School of Nursing and
the nursing community in Maryland. The program offers workshops, short courses and
seminars which build upon the basic preparation of the registered nurse and serve to
enhance or update knowledge and professional competence in the delivery of health
services. Aware of the expanding decision-making responsibilities now confronting
nurses, the program provides for opportunities to learn about new concepts in profes-
sional nursing, and bring participants into dialogue with colleagues in the nursing pro-
fession as well as experts in related fields.

Activities are coordinated with other professional groups, institutions and health
related agencies in the state to encourage cooperative planning and interprofessional
programming. Regional committees consisting of nurses in western and southern Mary-
land and the Eastern Shore assist with identification of continuing education needs and
participate in planning and implementing individual offerings in those regions.

The School of Nursing Committee for Continuing Education serves in an advisory
capacity for program development and evaluation. Faculty members participate in
planning for and teaching in specific offerings and serve as consultants as appropriate.

The Interprofessional Council for Continuing Education, UMAB, is composed of
the Directors of Continuing Education in the six professional schools. The number and
scope of interprofessional offerings has increased considerably as a result of the Coun-
cil's activities.

The Director of the Continuing Education Program serves as a consultant to the
faculty of an ongoing Primary Care Nurse Practitioner Program which is supported by a
grant from the Division of Nursing, DHEW.

Appropriate continuing education units (CELTS) based upon guidelines and cri-
teria established by the National Task Force on the Continuing Education Unit are
awarded to participants completing offerings sponsored or co-sponsored by the School
of Nursing.

y&*

ADMINISTRATION

BOARD OF REGENTS

Dr. B. Herbert Brown, Chairman, 1979

Dr. Hugh A. McMullen, Vice Chairman, 1980

Dr. Samuel H. Hoover, Secretary, 1982

Mr. N. Thomas Whittington, Jr., Treasurer, 1980

Mrs. Mary H. Broadwater, Assistant Secretary, 1983

Mr. John C. Scarbath, Assistant Treasurer, 1980

Mr. Percy M. Chaimson, 1981

Mr. Ralph W. Frey, 1981

The Hon. Young D. Hance, Ex-officio

Mr. A. Paul Moss, 1983

Mr. Peter F. O'Malley, 1980

Mr. Jeffrey J. Silver, 1979

The Hon. Joseph D. Tydings, 1979

Mr. Wilbur G. Valentine, 1982

Mr. Samuel M. Witten, 1979

UNIVERSITY OF MARYLAND CENTRAL ADMINISTRATION

President

John S. Toll, B.S., Yale University, 1944; A.M., Princeton University, 1948;
Ph.D., 1952.

Vice President for Academic Affairs

R. Lee Hornbake, B.S., California State College, Pennsylvania, 1934; M.A., Ohio
State University, 1936; Ph.D., 1942.

Vice President for General Administration

Donald W. O'Connell, B.A., Columbia University, 1937; M.S., 1938; Ph.D., 1953.

Interim Vice President for Graduate Studies and Research

David S. Sparks, B.A., Grinnell College, Iowa, 1944; M.A., University of Chicago,
1945; Ph.D., 1951.

Vice President for Agricultural Affairs and Legislative Relations

Frank L. Bentz, Jr., B.S., University of Maryland, 1942; Ph.D., 1952.

Vice President for University Development

Robert G. Smith, B.S., State University of New York at Geneseo, 1952; M.A.,
Ohio University, 1956.

UNIVERSITY OF MARYLAND AT BALTIMORE
PRINCIPAL ACADEMIC OFFICERS

Dean, Dental School

Errol L. Reese, B.S., Fairmont State College, 1960; M.S., University of Detroit,
1968; D.D.S., University of West Virginia, 1963.

Dean, School of Law

Michael J. Kelly, B.S., Princeton University, 1959; Ph.D., Cambridge University,
1964; LL.B., Yale Law School, 1967.

Dean, School of Medcine

John M. Dennis, B.S., University of Maryland, 1943; M.D., 1945.
Dean, School of Nursing

Nan B. Hechenberger, B.S., Villanova University, 1956; M.S., The Catholic
University of America, 1959; Ph.D., 1974; (RN).

Dean, School of Pharmacy and Dean of the Graduate School

William J. Kinnard, Jr., B.S., University of Pittsburgh, 1953; M.S., 1955; Ph.D.,
Purdue University, 1957.

Dean, School of Social Work and Community Planning

Ruth H. Young, A.B., Wellesley College, 1944; M.S.S.W., The Catholic University
of America, 1949;D.S.W., 1965.

UNIVERSITY OF MARYLAND AT BALTIMORE

Chancellor

Albin O. Kuhn, B.S., University of Maryland, 1938; M.S., 1939; Ph.D., 1948.

Vice Chancellor for Health Affairs

John M. Dennis, B.S., University of Maryland, 1943; M.D., 1945.

Assistant to the Chancellor

W. Jackson Stenger, B.A., Washington College, 1949; M.A., Georgetown
University, 1959; Ph. D., 1965.

Assistant to the Chancellor

Roy Borom, B.A., Wooster College, 1959; M.S.S.A., Western Reserve University
School of Applied Social Sciences, 1951.

Director of Admissions and Registrations

Wayne A. Smith, B.S., University of Maryland, 1962.

Director of Business Services

Robert C. Brown, B.A., University of Maryland, 1963.

Acting Director of Health Sciences Computer Center

Roy Borom, B.A., Wooster College, 1959; M.S.S.A., Western Reserve University
School of Applied Social Sciences, 1951.

Director of Personnel

Ronald J. Baril, B.S.Ed., Bridgewater State College, Massachusetts, 1965.

Director of Student Financial Aid

James H. Nolan, B.S., University of Wisconsin-Madison, 1965.

Director of Physical Plant

Robert L. Walton, B.S., University of Maryland, 1938.

Director of Student Health Service

Wilfred H. Townshend, B.A., Johns Hopkins University, 1936; M.D., University
of Maryland, 1940.

Director of University of Maryland Hospital

G. Bruce McFadden, B.S., Virginia Polytechnic Institute, 1957; M.H.A., Medical
College of Virginia, 1961.

Director, University Relations

Louise M. White, A.B., Randolph-Macon Woman's College, 1959; M.L.A.,
Johns Hopkins University, 1965.

Librarian, Health Sciences Library

Cyril C. H. Feng, B.A., Tamkang College, Taiwan, 1961 ; M.S., University of
Kentucky, 1965.

SCHOOL OF NURSING ADMINISTRATION

Nan B. Hechenberger, Dean and Professor

B.S., Villanova University, 1956; M.S., The Catholic University of America, 1959;

Ph.D., 1974; (RN)
Frieda M. Holt, Associate Dean for Graduate Studies and Professor

B.S., University of Colorado, 1956; M.S., Boston University, 1969; Ed.D., 1973;

(RN)
Mary A. Eells, Associate Dean for Graduate Studies and Associate Professor

B.S., State University College of Plattsburgh, New York, 1955; M.S., University

of Rochester, 1968; Ed.D., 1970; (RN)
Ada M. Lindsey, Assistant Dean for Graduate Studies and Associate Professor

B.S., The Ohio State University, 1959; M.S., 1960; Ph.D., University of Maryland,

1977; (RN)
Shirley L. Hale, Assistant Dean and Associate Professor; Coordinator, Mercy Center

B.S., University of Pennsylvania, 1957; M.S., University of Maryland, 1960;

Ph.D., 1974; (RN)
Malissa Harkleroad, Assistant Dean, Undergraduate Admissions and Progressions

and Associate Professor

B.S.N. , Medical College of Virginia, 1956; M.S.N., University of North Carolina,

1961 ; Ph.D., The Catholic University of America, 1973; (RN)
Rosetta Sands, Assistant Dean, Undergraduate Curriculum and Assistant Professor

B.S., University of Maryland, 1966; M.S., 1970; (RN)
Norma J. Melcolm, Director, Senior Year and Assistant Professor

B.S., Medical College of Georgia, 1966; M.S., University of Maryland, 1969; (RN)

Mary R. Venn, Director, Junior Year and Assistant Professor

B.S., University of Virginia, 1964; M.N., Emory University, 1968; (RN)

Hazle Blakeney, Chairperson, Career Development and Professor

B.S., Kansas State College, 1946; M.A., Teacher's College, Columbia University,
1953; Ed.D., 1967; (RN)

Rachel Z. Booth, Chairperson, Primary Health Care and Assistant Professor
B.S., University of Maryland, 1968; M.S., 1970; (RN)

Mary V. Neal, Chairperson, Maternal and Child Nursing and Professor

B.S., University of Maryland, 1949; M. Litt., University of Pittsburgh, 1952;
Ph.D., New York University, 1968; (RN)

Marlene B. Reid, Chairperson, Psychiatric Nursing and Associate Professor
B.S.N., The Catholic University of America, 1960; M.S.N., 1961; Ph.D., 1969;
(RN)

M. Virginia Ruth, Chairperson, Community Health Nursing and Associate Professor
B.S., Georgetown University, 1953; M.S., Yale University, 1961; Dr.P.H., Johns
Hopkins University, 1976; (RN)

Betty Shubkagel, Chairperson, Medical and Surgical Nursing and Professor
B.S., University of Maryland, 1954; M.N., Emory University, 1957; Ph.D.,
University of Maryland, 1976; (RN)

Elizabeth R. Lenz, Director, Doctoral Program and Associate Professor

B.S.N., DePauw University, 1964; M.S., Boston College, 1967; Ph.D., University
of Delaware, 1976; (RN)

Sonya R. Shelley, Director, Center for Research and Evaluation and Professor
B.S., University of Wisconsin, 1958; M.Ed., University of Maryland, 1971 ;
Ph.D., 1974

Helen R. Kohler, Director, Special Outreach Project and Associate Professor
B.S., University of Pennsylvania, 1960; M.S., University of Minnesota, 1962;
Ph.D., University of North Carolina, 1974; (RN)

Frances P. Koonz, Director of Continuing Education and Assistant Professor

B.S., Seton Hall University, 1954; M.S., The Catholic University of America,

1961; (RN)
Ann P. Morgan, Coordinator, Orientation and Faculty Development and Assistant

Professor

B.S.N., The Catholic University of America, 1960;M.S.N., 1971; (RN)

NURSES' ALUMNI ASSOCIATION

Officers for 1978-79

Claire Payne Greenhouse President

Jean Warfield Donnelly First Vice President

Thelma Kleckner Second Vice President

Miriam Croft Dunbar Secretary

Ruth Thanner Treasurer

Board of Directors

Lenora Miller McKenzie
Peggy Edelman Hefner
Susan Wilson Batzer
Juanita Edwards

it-

CALENDAR

UNIVERSITY OF MARYLAND SCHOOL OF NURSING
1978-1979 ACADEMIC CALENDAR

FALL SEMESTER 1978

August 22-23
August 23
August 24
August 24-25
August 28
September 4
September 15
November 13-17
November 23-24
November 27
December 8

December 20

Tuesday-Wednesday

Wednesday

Thursday

Thursday-Friday

Monday

Friday

Monday-Friday

Thursday-Friday

Monday

Friday

Wednesday

WINTER SESSION 1979

January 3 Wednesday

Registration (Undergraduate)
Orientation (Graduate)
Arena Registration (Graduate)
Orientation (Undergraduate)
Instruction Begins
HOLIDAY— Labor Day
Last Day, Jan. 1979 Diplomas
Preregistration for Winter and Spring
HOLIDAY— Thanksgiving
Last Day Certification-Thesis (Graduate)
Last Day Thesis Defense-Certification-
Non-Thesis (Graduate)
Semester Ends

Drop-Add Period for Winter
(Undergraduate)

January 3

Wednesday

Arena Registration (Graduate)

January 3

Wednesday

Instruction Begins

January 15

Monday

HOLIDAY— King's Birthday

January 26

Friday

Winter Session Ends

January 26

Friday

Drop-Add Period for Spring
(Undergraduate)

January 26

Friday

Arena Registration (Graduate)

SPRING SEMESTER 1979

January 25

Thursday

Orientation (Graduate)

January 29

Monday

Instruction Begins (Graduate)

January 29

Monday

Instruction Begins-Non-Clinical Nursing
Courses (Undergraduate)

January 3 1

Wednesday

Instruction Begins-Clinical Courses
(Undergraduate)

February 16

Friday

Last Day, May 1979 Diplomas

February 19

Monday

HOLIDAY— Washington's Birthday

April 2-6

Monday-Friday

Spring Break

April 16-20

Monday-Friday

Preregistration, Fall 1979

April 20

Friday

Last Day Certification-Thesis (Graduate)

May 11

Friday

Last Day Thesis Defense-Certification
Non-Thesis (Graduate)

May 29

Tuesday

Semester Ends

May 30

Wednesday

Convocation — 9:00 A.M.

May 31

Thursday

Commencement — 3:00 P.M.

June 1

Friday

HOLIDAY— Memorial Day

THE FACULTY

UNIVERSITY OF MARYLAND SCHOOL OF NURSING

Akehurst, Alice J., Advisor-Office of Admissions and Progressions, Assistant Professor of Nursing

B.S., University of Maryland, 1958; M.S., 1966; (RN)
■^rrfj'i Rnr":f, Cr"'"'"'}nr (Clinical Psychology)

B.S., Ohio University, 1971; M.S., George Mason University, 1971
Arnold, Elizabeth C, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Georgetown University, 1961; M.S., Catholic University of America, 1964; (RN)
-Baker^P-itrirh) Assistant Professor of Nursing (Medical and Surgical Nursing-Media)

B.S., University of Maryland, 1966; M.S., University of Pennylvania, 1970; (RN)
*BaroIsKy5=l*««T Associate Professor, Center for Research and Evaluation (Graduate Program)

B.S., University of Chicago, 1956; M.A., New School for Social Research, N.Y., 1960; Ph.D.,

Florida State University, 1964
Bausell, R. Barker, Associate Professor, Center for Research and Evaluation (Graduate Program)

B.S., University of Delaware, 1968; Ph. D., 1976
Blakeney, Hazle E„ Chairperson, Career Development and Professor (Graduate Program)

B.S., Kansas State College, 1944; M.A., Teachers College, Columbia University, 1961; Ed.D.,

1967; (RN)
Boland, Barbara, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Catherine Spaulding College, 1960; M.S., University of Maryland, 1973; (RN)
::::;:Booth, Rachel Z., Chairperson, Primary Care Nursing and Assistant Professor (Graduate Program)

B.S., University of Maryland, 1968; M.S., 1970; (RN)
Booth, Sandra, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1959; M.S., 1975; (RN)
Btmk, Anna M., Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1969; M.Ed., 1972; Ph.D., 1976; (RN)
Brooks, Naomi, Instructor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1961; M.S., 1976; (RN)
Brophy, Merrill C, Instructor of Nursing (Pediatric Nursing)

B.S., Western Reserve University, 1966; M.S., University of Maryland, 1978; (RN)
Cain, Ann M., Professor of Psychiatric Nursing (Graduate Program)

B.S., Ohio State University, 1956; M.S., University of Colorado, 1959; Ph.D., University of

Maryland, 1972; (RN)
^GaTTo, ktfeaberh S., Assistant Professor of Maternal and Child Nursing (Graduate Program)

B.S.N., University of North Carolina, 1966; M.S.N., 1970; (RN)
Carson, Verna J., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1968; M.S., 1973; (RN)
Chichester, Myra, Assistant Professor of Nursing (Maternity Nursing)

B.S.N. , Columbia University, 1957; M.S., University of Maryland, 1971; (RN)
Ciamillo, Carmiele, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Seton Hall University, 1968; M.S., University of Maryland, 1974; (RN)
Claflin, Marjorie E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Bridgeport, 1963; M.S., University of Maryland, 1970; (RN)
Cook, Katherine C, Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1972; M.S., 1978; (RN)
*<C«»»rShi«la-C-, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.5., University of Minnesota, 1963; M.Ed., University of Illinois, 1967; (RN)
"■CoTTghliii, Aiknc Mi, Assistant Professor (Nutrition)

B.S., College of Misericordia, 1964; M.S., University of Maryland
Bamratowskir-Frances J., Assistant Professor of Nursing (Maternity Nursing)

B.S., DePaul University, 1962; M.S., Catholic University of America, 1967; (RN); Certified

Nurse Midwife
Damrosch, Shirley P., Assistant Professor (Research)

B.A., Ohio State University, 1954; Ph.D., University of Minnesota, 1975.
^BaTrs^Ajla-RTrAssistant Professor of Primary Care Nursing (Graduate Program)

B.S., University of Maryland, 1973; M.S., 1974; (RN)
Deutschendorf, Frances A., Instructor of Nursing (Medical and Surgical Nursing)

B.S.N. , Case Western Reserve, 1972; M.S., University of Maryland, 1977; (RN)

■fiirtridtrficlpn. Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Pennsylvania State University, 1973; M.S., University of Maryland, 1974; (RN)
Dorsey, Donna M., Assistant Professor of Nursing (Community Health Nursing)

B.S., East Carolina University, 1967; M.S., University of Maryland, 1975; (RN)
'EaFnestrSherHyne-0;,-Instructor of Nursing (Medical and Surgical Nursing)

B.S., Florida State University, 1973; M.S., University of Maryland, 1976; (RN)
Edmunds, Marilyn, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., Brigham Young University, 1964; M.S., DePaul University, 1970; (RN)
I ells, Mary Ann, Associate Dean for Undergraduate Studies and Associate Professor

B.S., State University of New York, 1955; M.S., University of Rochester, 1968; Ed.D., 1970;

(RN)
EggejM-otenjJiKelyn F.yAssistant Professor of Nursing (Community Health Nursing)

B.S., University of Colorado, 1948; M.S., University of Colorado, 1960; (RN) (LOA 1978-

1979)
Ensor, Bttrbai a E., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1970; M.S., 1974; (RN)
**Fischman, Susan, Associate Professor of Maternal and Child Nursing (Graduate Program)

B.S.N., University of Michigan, 1957; M.P.H., Johns Hopkins University, 1965; Dr. P.H.,

1974; (RN); Certified Nurse Midwife
• Floyd, E|jimrM.y~A~5~sistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1969; M.S., 1973; (RN)
Foileiua, Sliaiun S., Instructor of Nursing (Pediatric Nursing)

B.S.N. , Wilkes College, 1971; M.S., University of Maryland, 1978; (RN)
Fortier, Julie C, Assistant Professor of Nursing (Maternity Nursing)

B.S., Medical College of Georgia, 1966; M.S., University of Maryland, 1968; (RN)
Funk, Karen L., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Johns Hopkins University, 1971; M.Ed., 1973; (RN)
Gannon, Mary E., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Pittsburgh, 1961; M.S., University of Michigan, 1969; (RN)
Giles, Lois A., Instructor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1975; M.S., 1977; (RN)
GipePFtoreB«e-M., Dean Emerita

B.S., Catholic University of America, 1937; M.S., University of Pennsylvania, 1940; Ed.D.,

University of Maryland, 1952; (RN)
**Gordon, Dorothy L., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S.N., University of Pennsylvania, 1963; M.A., New York University, 1968; D.N.Sc, The

Catholic University of America, 1975; (RN)
Grimm, Patricia M., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Connecticut, 1964; M.S., Catholic University, 1976; (RN)
*G«oss, Elizabeth M., Assistant Professor of Nursing (Maternity Nursing)

B.S., University of California, San Francisco, 1966; M.S., 1968; (RN)
Guberski, Thomasine, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., American International College, 1964; M.S., University of Michigan, 1969; (RN)
Gunnett, Ann E., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1968; M.S., Case Western Reserve University, 1975; (RN)
Hale, Shirley L., Assistant Dean and Associate Professor

B.S., University of Pennsylvania, 1957; M.S., University of Maryland, 1960; Ph.D., 1974; (RN)
-*Hammack, Betty L.,' Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S., University of Kentucky, 1965; M.S., University of Maryland, 1968; M.P.H., Johns

Hopkins University, 1974; (RN)
Hardman, Margaret A., Assistant Professor of Nursing (Maternity Nursing)

B.S., University of Oregon, 1955; M.S., University of Maryland, 1972; (RN)
Harkleroad, Malissa A., Assistant Dean, Undergraduate Admissions and Progressions and Associate

Professor

B.S.N., Medical College of Virginia, 1956; M.S.N., University of North Carolina, 1961; Ph.D.,

Catholic University of America, 1973; (RN)
*Harvey, Ann H., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1964; M.S., 1967; (RN)
-MaymMkpr, Shqron R., Assistant Professor of Primary Care Nursing (Continuing Education)

B.S., University of Maryland, 1970; M.S., Case Western Reserve University, 1973; (RN)
Hechenberger, Nan B., Dean and Professor

B.S., Villanova University, 1956; M.S., The Catholic University of America, 1959; Ph.D.,
1974; (RN)
JHchnuth, Michalcj Assistant Professor of Primary Care Nursing (Graduate Program)

B.S.N., University of Delaware, 1968; M.S.N. , Emory University, 1971; (RN)
Hetetodj I ' "' i ' . T"ct|-"^"'- of Nursing (Maternity Nursing)

B.S., University of Maryland, 1973; M.S., Russell Sage College, 1978; (RN)
Hicks, Johnnye M., Assistant Professor of Maternal and Child Nursing (Graduate Program)

B.S., Winston-Salem University, 1961; M.S., Yale University, 1965; (RN); Certified Nurse

Midwife

Holt, Frieda M., Associate Dean for Graduate Studies and Professor (Graduate Program)

B.S., University of Colorado, 1956; M.S., Boston University, 1969; Ed.D., 1973; (RN)
Horan, Janet B., Assistant Professor of Nursing (Community Health Nursing)

B.S.N., University of Pennsylvania, 1969; M.P.H., Johns Hopkins University, 1975; (RN)
Horensky, Judith L., Instructor of Nursing (Community Health Nursing)

B.S.N., University of Pittsburgh, 1964; M.S., University of Maryland, 1978; (RN)
J3tJgh«s,~E1iza1>eTn7"A-ssociate Professor, Career Development (Graduate Program)

B.S., Columbia University, 1960; M.S., University of Maryland, 1967; Ph.D., 1973; (RN)
Hull, Irena L., Assistant Professor of Nursing (Child Psychiatric Nursing)

B.S., Columbia Union College, 1967; M.S., University of Maryland, 1973; (RN)
— Hues; Karen, Aasistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1969; M.S., 1975; (RN)
Ibrahim, Elvira R., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S.N D'Youville College, 1971; M.S., University of Maryland, 1973; (RN)
JaffET"Komn- »^ Assistant Professor of Nursing (Psychiatric Nursing)

B.S.N. , Cornell University, 1969; M.S., University of Maryland, 1973; (RN)
Jensen, JoAnne, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of South Carolina, 1970; M.S., University of Colorado, 1976; (RN)
Jimerson, Suzanne F., Instructor of Nursing (Psychiatric Nursing)

B.S., Cornell University, 1972; M.S., University of Maryland, 1976; (RN)
Jones, L. Colette, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., University of Nebraska, 1958; M.S., The Catholic University of America, 1972; (RN)
Kennedy, Patricia H., Assistant Professor of Nursing (Psychiatric Nursing-Media)

B.S., University of Maryland, 1962; M.S., 1963; (RN)
KessteiT-JoMarie, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., California State University at Los Angeles, 1967; M.S., University of Maryland, 1976;

(RN)
Kleeman, Karen M., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Columbia Union College, 1968; M.S., University of Colorado, 1971; (RN)
Kohler, Helen R., Director, Outreach Program and Associate Professor of Nursing (Community

Health Nursing)

B.S., University of Pennsylvania, 1960; M.S., University of Minnesota, 1962; Ph.D., Univer-
sity of North Carolina, 1974; (RN)
Koonz, Frances P., Director of Continuing Education and Assistant Professor

B.S., Seton Hall University, 1954; M.S., Catholic University of America, 1961; (RN)
Krauss, Nancy E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Johns Hopkins University, 1965; M.S., University of Maryland, 1967; (RN)
Kreider, Mildred S., Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S.N., Goshen College, 1958; M.S., University of Maryland, 1968; Ph.D., 1976; (RN)
Kub, Joan Ellen, Instructor of Nursing (Community Health Nursing)

B.S., South Dakota State University, 1973; M.S., University of Maryland, 1976; (RN)
Kubel, Robin, Assistant Professor of Maternal and Child Nursing (Graduate Program)

B.S.N., Fairleigh Dickinson University, 1967; M.S., University of Maryland, 1971; Ph.D.,

1976; (RN)
Kunder, Antonia, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Colorado, 1968; M.S., University of Maryland, 1973; (RN)
Kiillli i, Ruth T ij-Fn°trurtrr of Nursing (Maternity Nursing)

B.S., University of Maryland, 1974; M.S., 1977; (RN)
Lenz, Elizabeth R., Director of Doctoral Program and Associate Professor (Graduate Program)

B.S.N., DePauw University, 1964; M.S., Boston College, 1967; Ph.D., University of Delaware,

1976; (RN)
*fcewis, Duiutlu, Assistant Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1974; (RN)
■-fciffllseyrAda -M., Assistant Dean for Graduate Studies and Associate Professor (Graduate Program)

B.S., Ohio State University, 1959; M.S., 1960; Ph.D., University of Maryland, 1977; (RN)
Linthicum, Louise R., Associate Professor of Nursing (Human Development)

B.S., Johns Hopkins University, 1959; M.S., University of Maryland, 1964; Ph.D., 1975; (RN)
£fcouy,'Kjlhlcuii A., Assistant Professor of Child Psychiatric Nursing (Graduate Program)

B.S.N., The Catholic University of America, 1968; M.S.N., Wayne State University, 1970;

(RN)
Lowe, Dorothy, Instructor of Nursing (Medical and Surgical Nursing)

B.S., Villanova University, 1972; M.S., University of Maryland, 1977; (RN)
-L-trca5T*a»k£_Mu-Assistant Professor of Nursing (Pediatric Nursing)

B.S., Creighton University, 1966; M.S., University of Washington, 1969; (RN)
MaeLaughlin, Cheryl F., Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1974; M.S., 1978; (RN)
Mayer, Judith A., Assistant Professor of Nursing (Maternity Nursing)

B.S., Northern Illinois University, 1973; M.S., 1974; (RN)
McBee, Betty M., Assistant Professor of Nursing (Maternity Nursing)

B.S., University of Maryland, 1967; M.S., 1971; (RN)

"MeEIroy, Evelyn M., Associate Professor of Psychiatric Nursing (Graduate Program)

B.S., University of Colorado, 1961; M.S., University of Maryland, 1966; Ph.D., 1973; (RN)
McEntee, Betty M., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Seton Hall University, 1968; M.S., University of Maryland, 1973; (RN)
McFadden, Ellen A., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Virginia, 1973; M.S., University of Maryland, 1974; (RN)
McGinty, Margaret A., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1971; M.S., 1974; (RN)
McGurn, Wealtha C., Associate Professor of Primary Care Nursing (Graduate Program)

B.S.N., University of Vermont, 1961; M.S., University of Pennsylvania, 1965; M.A., 1971;

Ph.D., 1976; (RN)
— ^McManama. DelurefcA-. Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S., University of Minnesota, 1959; M.S.N., The Catholic University of America, 1962; (RN)
Madison, Ann S., Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1962; M.S., University of Pennsylvania, 1964; Ph.D., University

of Maryland, 1973; (RN)
Maguire, Maureen, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S.N. , University of Pennsylvania, 1969; M.S.N., 1971; (RN)
Marsan-Moseley, H. Jewel, Associate Professor of Medical and Surgical Nursing (Graduate

Program)

B.S., University of Maryland, 1959; M.S., 1963; (RN)
Matejski, Myrtle S., Assistant Professor, Career Development: Teaching of Nursing (Graduate

Program)

B.S., Boston University, 1953; M.S., 1954; A.M., 1958; Ph.D., University of Maryland, 1977;

(RN)
Melcolm, Norma J., Director, Senior Year and Assistant Professor

B.S., Medical College of Georgia, 1966; M.S., University of Maryland, 1969; (RN)
Modesty, Maureen O'Brien, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Boston College, 1964; M.A., Boston University, 1967; (RN)
Mogen, Lynn S., Instructor of Nursing (Pediatric Nursing)

B.S., University_of^MaryIand, 1975; M.S., 1977; (RN)
Mnnrp, MawrFPiTVI., Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1974; M.S., 1976; (RN)
Morgan, Ann P., Coordinator of Faculty Development and Assistant Professor

B.S.N., Catholic University of America, 1960; M.S.N. , 1971; (RN)
Muudiugei, Sut! A., Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Colorado, 1970; M.S., University of Maryland, 1977; (RN)
Murphy, Kathleen, Assistant Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1973; (RN)
Neal, Margaret T., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Southern Missionary College, 1965; M.S.N., Catholic University of America, 1970; (RN)
Neal, Mary V., Chairperson, Maternal and Child Nursing and Professor (Graduate Program)

B.S., University of Maryland, 1949; M. Litt., University of Pittsburgh, 1952; Ph.D., New York

University, 1968; (RN)
-— Nearaan. BarbaraJR^-Assistant Professor of Nursing (Medical and Surgical Nursing)

B.A., Oklahoma City University, 1970; M.S., University of Maryland, 1973; (RN)
Northrop, Cynthia E., Assistant Professor of Community Health Nursing (Graduate Program)

B.S., Columbia Union College, 1972; M.S., University of Maryland, 1975; (RN)
O'Connor, Catherine E., Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1975; M.S., 1977; (RN)
O'Mara, Ann M., Instructor of Nursing (Medical and Surgical Nursing)

B.S.N., State University of New York, 1972; M.S.N., Catholic University of America, 1977;

(RN)
Parelhoff, Sally J., Assistant Professor of Nursing (Community Health Nursing)

B.S., Johns Hopkins University, 1965; M.S., University of Maryland, 1972; (RN)
Parker, Barbara J., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Illinois, 1968; M.S., University of Maryland, 1972; (RN)
Peddicord, Karen S., Assistant Professor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1970; M.S., 1972; (RN)
Perry, Lesley A., Assistant Professor of Nursing (Pediatric Nursing)

B.S.N., Roberts Wesleyan College, 1966; M.S., Boston University, 1969; (RN)
- Pie&luu, Viiiaii G., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Pennsylvania State University, 1970; M.S., Boston University, 1975; (RN)
Proulx, Joseph R., Associate Professor, Career Development: Administration of Nursing (Grad-
uate Program)

B.S., University of Bridgeport, 1961; M.S.N., University of Pennsylvania, 1966; Ed.D.,

Teachers College, Columbia University, 1972; (RN)
Rapson, Mary, Assistant Professor of Primary Care Nursing (Graduate Program)

B.S., University of Maryland, 1961; M.S., 1967; (RN)

Rawlings, Norma R., Assistant Professor of Nursing (Maternity Nursing-Media)

B.S., Winston-Salem University, 1964; M.S., University of Maryland, 1968; (RN)
Reid, Marlene B., Chairperson, Psychiatric Nursing and Associate Professor (Graduate Program)

B.S.N.,The Catholic University of America, 1960; M.S.N., 1961; Ph.D., 1969; (RN)
ReifF-Ross, Eleanor R., Assistant Professor, Center for Research and Evaluation

A.B., Hunter College, 1947; A.M., Columbia University, 1948; M.Ed., University of Maryland,

1968; Ph.D., 1972
^-■RObliTettc, MarjoriL 9., Assistant Professor, Career Development: Teaching of Nursing (Graduate

Program)

B.S., University of Maryland, 1965; M.S., 1968; (RN)
Robinson, Lisa, Professor of Psychiatric Nursing (Graduate Program)

B.S., American University, 1961; M.S., University of Maryland, 1965; Ph.D., 1970; (RN)
RogeftVDoris M., Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Fairleigh Dickinson University, 1971; M.A., New York University, 1974; (RN)
Rojek, Evelyn R., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., DePaul University, 1958; M.S.N. , Catholic University of America, 1974; (RN)
Romeo, Roberta M., Instructor of Nursing (Medical and Surgical Nursing)

B.S., Medical College of Georgia, 1975; M.S., 1976; (RN)
Rubin, Rita L., Instructor of Nursing (Pediatric Nursing)

B.S., University of Maryland, 1974; M.S., 1978; (RN)
Ruth, Mary V., Chairperson, Community Health Nursing and Associate Professor (Graduate Pro-
gram)

B.S., Georgetown University, 1953; M.S., Yale University, 1961; Dr. P.H., Johns Hopkins

University, 1976; (RN); Certified Nurse Midwife
Ryan, Judith W., Assistant Professor of Primary Care Nursing (Continuing Education)

B.S., University of Connecticut, 1965; M.S., Boston University, 1967; (RN)
Sanburyt Virginia-JrrAssistant Professor of Nursing (Pediatric Nursing)

B.S., Johns Hopkins University, 1956; M.S., Boston University, 1966; (RN)
Sands, Rosetta F., Assistant Dean, Undergraduate Curriculum and Assistant Professor

B.S., University of Maryland, 1966; M.S., 1970; (RN)
Scott, Doris E., Assistant Professor of Nursing (Human Development)

B.S.N., Dillard University, 1963; M.S., Boston University, 1968; (RN)
Shelley, Sonya I ., Director, Center for Research and Evaluation and Professor (Graduate Program)

B.S., University of Wisconsin, 1958; M.Ed., University of Maryland, 1971; Ph.D., 1973
Shubkagel, Betty L., Chairperson, Medical and Surgical Nursing and Professor (Graduate Program)

B.S., University of Maryland, 1954; M.N., Emory University, 1957; Ph.D., University of

Maryland, 1976; (RN)
Simmons, Valerie, Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1976; M.S., 1977; (RN)
*Slater, Alice B., Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S.N., Duke University, 1963; M.S., University of Maryland, 1968; (RN)
Smith, Claudia M., Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1965; M.P.H., University of North Carolina, 1971; (RN)
Smith, Ruth S., Assistant Professor of Nursing (Medical and Surgical Nursing)

A.B., Asbury College, 1960; M.N.Ed., University of Pittsburgh, 1964; (RN)
Spivack, Barbara J., Coordinator for Student Development

A.B., Michigan State University, 1965; M.A., 1969
Stanley, Joan M., Instructor of Primary Care Nursing (Continuing Education)

B.S.N., Duke University, 1971; M.S., University of Maryland, 1978; (RN)
Stremmel, Jean, Assistant Professor (Continuing Education)

B.S., Johns Hopkins University, 1954; M.S., University of Maryland, 1973; (RN)
Stuart, Gail E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S.N., Georgetown University, 1971; M.S., University of Maryland, 1973; (RN) (LOA 1978-

1979)
^SnmvanrMa*gaTeTA., Instructor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1971; M.S., 1974; (RN)
Thomas, Sue, Assistant Professor of Medical and Surgical Nursing (Graduate Program)

B.S., University of Maryland, 1969; M.S., 1972; (RN)
Todd, Ttteta-H-j-Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Molloy College, 1972; M.S., University of Maryland, 1977; (RN)
Tiuss, Eleanor W^Assistant Professor of Nursing (Community Health Nursing)

B.S., Boston College, 1956; M.S., University of Pennsylvania, 1962; (RN)
■Trotter, Jean M., "Assistant Professor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1972; M.S., 1977; (RN)
Varner, Marilyn J., Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1974; M.S., 1977; (RN)
Vtdite, Shirley k., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Maryland, 1970; M.S., 1972; (RN) (LOA 1978-1979)

Venn, Mary R., Director, Junior Year and Assistant Professor

B.S., University of Virginia, 1964; M.N., Emory University, 1968; (RN)
Vore, Anne L., Instructor of Nursing (Pediatric Nursing)

B.S., Medical College of Virginia, 1967; M.S., Ohio State University, 1973; (RN)
Waldo, Elizabeth M., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Cornell University, 1955; M.S., University of Maryland, 1974; (RN)
Walker, Marcus L., Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Teachers College, Columbia University, 1957; M.S., 1959; M.P.H., Johns Hopkins Uni-
versity, 1972; Sc.D., 1976; (RN)
Waltz, Carolyn A., Professor, Center for Research and Evaluation (Graduate Program)

B.S., University of Maryland, 1963; M.S., 1968; Ph.D., University of Delaware, 1975; (RN)
Ward, Catherine E., Assistant Professor of Psychiatric Nursing (Graduate Program)

B.S., Johns Hopkins University, 1954; M.S., Boston University, 1962; (RN)
WasKejvP»tri«*«"A~M"~Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., St. Joseph College, 1970; M.S., University of Maryland, 1975; (RN)
— Waisburger, Linda F., Assistant Professor of Nursing (Child Psychiatric Nursing)

B.S., University of Maryland, 1972; M.S., 1976; (RN)
White, Caroline M., Associate Professor of Community Health Nursing (Graduate Program)

B.S., Columbia University, 1962; M.P.H., Johns Hopkins University, 1964; Dr. P.H., 1974;

(RN)
Williams, Linda L., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Columbia Union College, 1962; M.S., University of Maryland, 1970; (RN)
Winyall, Bette R., Assistant Professor of Nursing (Maternity Nursing)

B.S., Johns Hopkins University, 1952; M.S., University of Maryland, 1976; (RN)
*Wolfe, Mary L., Assistant Professor, Center for Research and Evaluation

A.B., Western Reserve University, 1949; M.A., Bryn Mawr College, 1967; Ph.D., University

of Delaware, 1974
WrighV-P-amefcrJr,- Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Fairleigh Dickinson University, 1971; M.S., Catholic University of America, 1974; (RN)
Wulff, Louise, Assistant Professor of Maternal and Child Nursing (Graduate Program)

B.S.N., University of Cincinnati, 1960; M.S., University of Maryland, 1975; (RN)
Wyatt, Janet S., Assistant Professor of Nursing (Continuing Education)

B.S., Keuka College, 1971; M.S., University of Alabama, 1974; (RN)
*-¥oseller Harriet, Instructor of Nursing (Alcohol and Drug Abuse Program)

B.S., Boston University, 1969; M.S., Catholic University of America, 1972; (RN)

♦Part-time appointment
**Joint appointment with another department

CAMPUS MAP

IV FAIfTTE ST

c
t

BUILDING KEY, UNIVERSITY OF MARYLAND AT BALTIMORE

Allied Health Professions Building.
32 S Greene Street
Medical Technology, School of
Pharmacy. Physical Therapy.
Radiologic Technology classrooms,
offices, laboratories
Alpha House 828 N Eutaw Street
(off campus)

Baltimore Union. 621 W Lombard
Street

Cafeteria, student housing, meeting
rooms for students and faculty,
lounges, game room, Synapse
Bressler Research Building. 29 S.
Greene Street

Medical school research labs, Balti-
more offices of the university's
Board of Regents

Walter P Carter Center. 630 W
Fayette Street

The university uses this facility
jointly with the Inner City Mental
Health Program and the State De
partment of Menial Hygiene
Community Pediatnc Center 412
W Redwood Stteet (off campus)
Innovative program of comprehen-
sive health care for children in
southwestern health dtstnct Feder-
ally funded

Davidge Hall. 522 W Lombard
Street

Built in 1812 and designed by Rob-
ert Carey Long Sr , who used the
Pantheon in Rome as his model
The oldest building in the nation
used continuously for medical edu-
cation The university's Medical
Alumni Association plans to restore
the building to its onginal state and
open it to the public as a medical
museum

Dunning Hall. 636 W Lombard
Street

School of Pharmacy classrooms and
offices drug manufactunng lab. poi-
son information center

9 Fayette Street Garage. 633 W Fay
ette Street

10 Gray Laboratory, 520 Rear W
Lombard Street

Physical Therapy Office. Campus
Police. Center for the Graduate
Social Work Education of the Hear

11 ing Impaired

Hayden-Hams Hall. 666 W Balti-
more Street

Baltimore College of Dental Sur-
gery. Dental School, clinics, class-

12 rooms, labs, offices

Health Sciences Computer Center.
610 W Lombard Street
Computer Center, pharmacy school
offices and labs. Medical Technol-
ogy labs. Division of Clinical Investi-

13 gation. Office of Student Affairs
Health Sciences Library, 111 S
Greene Street

Mam library for all professional
schools except the School of Law
Includes historical book collection
and computerized circulation and

14 information services

Howard Hall. 660 W Redwood

Street

Central Administration olftces. med-

15 'cal school classrooms, offices, labs
Howard Hall Tower. 655 W Bait-
more Street

Medical school classrooms, offices,
labs Administrative offices of the
medical school, including the office

16 of dean and vice chancellor
institute of Psychiatry and Human
Behavior, 645 W Redwood Street
IE F and G wings of the hospital)
The medical schools center for psy-
chiatnc teaching and research as

inpatient and outpatient

Kelly Memonal Building. 650 W
Lombard Street

Headquarters of Maryland Pharma-
ceutical Association B Olive Cole

18 Lane Hall, 500 W Baltimore Street
School of Law classrooms, offices,
library. Developmental Disabilities
Law Clinic

19 Legal Services Clinic, 116 N Paca
Street

20 Lombard Building. 511 W Lom-
bard Street

Bookstore. University Relations

21 Maryland Institute for Emergency
Medical Services 22 S Greene
Street

The first major trauma program in
the nation, combining multidiscinli
nary teaching and research with ex-
pert round-the-clock care for the
critically ill and injured in the state

22 Medical School Teaching Facility,
10 S Pine Street

Medical school classrooms, offices,
research labs, animal facility. Office
of Medical Education, Illustrative
Services

23 Medical Technology Building, 31 S
Greene Street

Medical school offices, labs

24 Mencken House. 1524 Holl.ns
Street (off campus)

25 Methadone Program, 104 N
Greene Street (off campus)

26 National Pituitary Agency. 210 W
Fayette Street (off campus)
Undet contract with the National
institutes of Health, the University
of Maryland administers Ihe NPA,
which is Ihe official agency for col
lection and distribution of human
pituitary hormones for research pur-
poses,

27 Newman Center. 712 W Lombard
Street

28 Nilsson House. 826 N Eutaw Street
(off campus)

29 Parsons Residence Hall for Women.
622 W Lombard Street

30 Pratt Street Garage and Athletic Fa
dlity. 646 W Pratt Street

31 Redwood Hall. 721 W Redwood
Street

Division of Alcoholism and Drug
Abuse offices, clinical areas

32 School of Nursing Building, 655 W
Lombard Street

Nursing school classrooms, offices

33 School of Social Work and Admin-
istration Building. 525 W Redwood
Street

Office of the chancellor School of
Social Work and Community Plan
ning classrooms, offices

34 State Medical Examiners Building.
1 1 1 Penn Street

35 Stroke Center. 412 W Redwood
Street (off campus)

36 Temporary Academic Building, 601
Rear W Lombard Street

School of Social Work and Com
munity Planning classrooms, offices

37 Tuerk House. 106 N Greene Street
(off campus)

Residential facility for alcoholism
programs of the University of Mary-
land Hospital (Also Alpha and Nils
son Houses )

38 University College. 520 W. Lom-
bard Street

Offers degree and non-degree edu-
cational programs Juvenile Law
Ginic.

39 University Gatage. 701 W. Red-
wood Street

He li stop

40 University of Maryland Hospital. 22
S Greene Street

41 Western Health Clinic. 700 W
Lombard Street

42 Whitehurst Hall. 624 W Lombard
Street

Graduate School office, nursing,
pharmacy, social work and commu-
nity planning offices, classrooms

The campus has since January 1975 attempted to identify and
eliminate as rapidly as possible and wherever feasible, physical
barriers and safety hazards to handicapped persons involving
campus buildings, parking places and other facilities.

FOR ADDITIONAL INFORMATION

University of Maryland School of Nursing

Program Information Office of Dean

School of Nursing, University of Maryland
655 W. Lombard Street, Baltimore 21201

Undergraduate 528-7503

Graduate 528-671 1 or 12

Admissions or registration Office of Admissions and Registrations

University of Maryland, Baltimore
Howard Hall, Room 132
660 W. Redwood Street, Baltimore 21201

The provisions of this publication are not to be regarded as an irrevocable contract between
the student and the University of Maryland. Changes are effected from time to time in the
general regulations and in the academic requirements. There are established procedures for
making changes, procedures which protect the institution's integrity and the individual
student's interest and welfare. A curriculum or graduation requirement, when altered, is not
made retroactive unless the alteration is to the student's advantage and can be accommodated
within the span of years normally required for graduation. When the actions of a student are
judged by competent authority, using established procedure, to be detrimental to the interests
of the university community, that person may be required to withdraw from the university.

19 !

Changes in 1980-1982 University of Maryland
School of Nursing Bulletin

Page 14

Lower Division Course Requirements

Effective for Fall 1982 Admit" Class

12 Credits Social Science requirement reduce to 9 credits
3 Credits of a Sophomore level course covering Human
Growth and Development content from birth through
senescence is required. As of 2/5/82, the following
courses have been approved as meeting this course .

PSY 211

0801.201

PSY 171

PSY/ED 201

PY 203 AND
PY 207

PSY 208

PSY 210 AND
PSY 212

PSY 102

HD 200

PSY 203

PSY 207

PSY 300

PSY 203

SOWK 0388,
PSYC 0306 or
EDUC 0306

EDHD 320

Anne Arundel Community College

Bowie State College

Catonsville Community College

Cecil Community College

College of Notre Dame (Both courses must be taken)

Frederick Community College

Frostburg State College (Both courses must be taken)

Harford Community College

Howard Community College

Montgomery College

Prince George's Community College

Salisbury State College

Towson State University

University of Maryland, Baltimore County

University of Maryland, College Park or
University College

ED 311 A

University of Maryland, Eastern Shore

- 2

Page 14

Page 15
Item #8

Page 16

Page 17

Effective for Fall 1983 Admit Class

English Composition - Increase the number of credits required
from 3 to 6 credits .

Humanities - Reduce from 15 to 12 the number of Humanities
credits that are required. A 3 credit college level mathematics
course with a prerequisite of some college preparatory mathematics
in high school is required as one of the Humanities courses .

Effective for Fall 1982 Admit Class

Human Growth and Development will not be taught in the Junior
Year and, therefore, must be taken at the Sophomore level.

Above changes need to be considered in reviewing the assessment
form on page 16 .

The following changes should be noted :

NUTR 204 Towson State University - Course not acceptable
if taken after summer 1981 .

NUTR 331 Towson State University - Course not acceptable
effective Fall 1981

HE 200 Frederick Community College - Add to list

HE 200 Frostburg State College

BIO 203 Hagerstown Junior College - Add to list

BIO 212 Prince George's Community College - Effective Fall 1981

HE 210 OR University of Maryland, Eastern Shore - Courses
HE 311 acceptable in transfer

Page 19

*NURS

311

*NURS

312

#NURS

426

+NURS

457

+ NURS

554

+ NURS

503

Advanced Placement for the Registered Nurse

Effective for the Admit Class of 1982

Pathophysiology I (Faculty Prepared)

Pathophysiology II (Faculty Prepared)

Professional Strategies (ACT)

Maternal and Child Health Nursing (ACT)

Adult Nursing (ACT)

Psychiatric/Mental Health Nursing (ACT)

3 credits
3 credits
3 credits
Total of 21 credits

for these
three examinations

- 3 -

*A minimum grade of "C" is required on these advanced placement examinations.
#A minimum score for this test has not been determined as of this date.
+A minimum score of 45 is required on each of these three examinations.

NURS 311 and 312 are prepared by University of Maryland faculty. NURS 426,

457, 554 and 503 are prepared by the American College Testing Center. Those

who would like to contact the Center directly may do so by writing the
following address :

ACT PEP
2201 North Dodge Street

P.O. Box 168
Iowa City, Iowa 52243

If an applicant fails NURS 311 or 312 he must take the courses after matriculation
or successfully complete them when the examinations are again offered. Students,
also, have two attempts to successfully pass NURS 457, 554, 503 and 426. Students
who fail to pass any of these tests on the second attempt are allowed to apply
to the generic program.

Advanced Placement Examinations must be retaken if the student does not
matriculate in the upper division course of study within two admission years
after taking the examinations.

Page 20

A typical plan of study for the Generic Students

Effective for Admit Class of 1982

Fall Semester 1982

*NURS 314 Concepts of Nursing I
*NURS 311 Pathophysiology I
NURS 313 Introduction to Nursing Process

Winter Session 1983 (Month of January)

NURS 323 Stressors Through the Life Span

Spring Semester 1983

*NURS 315 Concepts of Nursing II
*NURS 312 Pathophysiology II
NURS 418 Special Topics

Fall Semester 1983

NURS 324
*NURS 322

NURS 321

Track A

Concepts 3A
Nursing in Society

Introduction to

Organizational

Eehavior

9 credits
3 credits

3 credits

Winter Session 1984
+NURS 326 Clinical Elective

Spring Semester 1984

Track A

3 credits

NURS 324 Concepts 3 A 9 credits
NURS 322 Nursing in Society 3 credits

9 credits
3 credits
3 credits

3 credits

9 credits
3 credits
3 credits

Track B

NURS 325 Concepts 3B 9 credits

NURS 410 Research and

Statistics 3 credits

NURS 321 Introduction to

Organizational

Behavior 3 credits

Winter Session 1984

+NURS 326 Clinical Elective 3 credits

Spring Semester 1984

Track B

NURS 325 Concepts 3B 9 credits

NURS 410 Research and

Statistics 3 credits

****************************************** icicjrir+irieieieieiririf+iririririciririeiririririricirieirir ***************

*These credits are challenged by the R.N. after applying to the upper division
(Advanced Placement Examinations NURS 457, 554 and 503 are equivalent to
credits for NURS 314 and 315 and NURS 426 is equivalent to NURS 322)

+NURS 326 may be taken by generic students in summer of 1983 with special permission.

- 5 -

Page 21 A typical plan of study for the Registered Nurse Students .
Effective in Fall 1982 (Full Time Studv)

Fall Semester 1982

NURS 334 Concepts IV A

NURS Client assessment

NURS 418 Health Elective

or
NURS 410 Research & Statistics

Winter Session 19? 3

9 credits

2 credits

3 credits

NURS 326 Clinical Elective

or 3 credits

NURS 348 Workshop

Spring Semester 1983

NURS 335 Concepts IVB

NURS 321 Introduction to Organizational Behavior

NURS 418 Health Elective

or
NURS 410 Research & Statistics

9 credits
3 credits

3 credits

Page 21

Part-Time Study

This option is available to a limited number of registered nurses who are admitted
to the School of Nursing. Part-time students may complete the program in two or
three academic years. Enrollment in certain courses may be limited depending
ucon demand.

Page 23

Item #5

A grade of "C" or better is required in both the didactic and clinical portions
of Nursing Concepts courses: NURS 314, 315, 324, 325, 326, 334 and 335.

Also, a "C" or better is required in NURS 311, 312 and 313 and failure to obtain
this grade prohibits students from moving to the next level concepts course .
In sequential courses such as NURS 311, 312, 314, 315, 324 and 325 and NURS 334
and 335, a "C" must be earned in each course in the sequence before registering
for the next course. NURS 326 is graded pass-fail and requires a pass grade.
If a "D" or "F" is received in a Nursing Concepts Course, the course must be
repeated, with permission of the Director of Admissions and Academic Progressions,
and a "C" grade or higher earned the next time it is offered.

- 6 -

Page 23 Paragraph starting with "A grade of D or F "

A grade of "D or F" is unsatisfactory for Nursing Concepts and the courses
titled as follows:

Pathophysiology I
Pathophysiology II
Introduction to the Nursing Process
Client Assessment

New Requirement For Admission Class of 1982

Starting with the admission year of 1982, both the generic and R.N. students
are required to be certified in Cardiopulmonary Resuscitation; the certificate
must be effective for the period of August 1982-June 1983. The certificate must
be valid as long as the student remains in the School of Nursing. The CPR modular
must be a full length modular and must include the following: artificial respiration,
one person CPR and two persons CPR (plus changing places), infant resuscitation,
and chocking maneuvers .

JAC/mvh
2/E2

SCHOOL OF NURSING

University
Of Maryland
at Baltimore

1980-1982

CONTENTS

General Information 1

Instructional Facilities and Resources 7

Undergraduate Program 11

Graduate Program 35

Continuing Education Program 63

Administration and Faculty 65

Calendar 76

Campus Map 77

GENERAL INFORMATION

Statement of Philosophy

The School of Nursing, an autonomous educational unit within the University of Mary-
land, derives the broad outlines of its purpose and functions from the philosophy and poli-
cies of the University. The faculty of the School of Nursing is accountable for implement-
ing the triad of University functions: teaching, research and service. These functions are
attuned to the ever-changing needs of society in the global community. The faculty recog-
nizes the interrelationships between teaching, research and practice in nursing. Through
participation in research and utilization of valid research findings, teachers and learners
contribute to effective nursing practice.

Inherent to the practice of nursing is the shared belief that man is an integration of com-
ponents and processes that cannot exist independently of each other. Internal and external
environmental influences alter man's state of health from either environment as both
evolve through the continuum of time. When manipulation of these forces is required to
enhance man's potential for health, nursing can enter as a means to bridge the gap be-
tween potential and actual health states.

The goal of professional nursing is to assist the individual, the family and the community
in the development of their potential by helping each to gain, maintain or increase his op-
timal level of health. Interacting in a dynamic way. the nurse becomes an integral part of
the environment of the client, acting with awareness o\' selected factors operating within
that environment. Through a mutual relationship based on trust, the nurse demonstrates
respect for the client's autonomy, integrity, dignity and feelings, and recognizes rights
and responsibilities. This kind of nursing is best fostered in a delivery system which is re-
sponsive to the range of internal and external forces affecting health care, strengthening
the forces which contribute to higher states of health and diminishing those which lead to
reduced levels of health. The goal of nursing is achieved through recognition of specific
needs of consumers and the mobilization and distribution of resources to meet those
needs. The effective operation of the health care system requires essential input from both
consumers and professional nurses to achieve desired goals.

Education is an on-going process which involves the teacher and the learner in pursuing
and sharing knowledge in an organized setting with planned experiences resulting in de-
sired behavioral change. Believing in democratic principles, the faculty emphasizes its
faith in the individual as a being of inherent worth and dignity who has the right and re-
sponsibility to participate in the educative process to the extent of his capabilities. Learn-
ing is enhanced in a setting which encourages analytical evaluations of existing health
practices and open communication among members of the various health services. Under
the guidance of the faculty, purposeful behavior is encouraged and developed in students
through the incorporation of knowledge from the humanities and the behavioral, biologi-
cal and physical sciences with current theory and practice in professional nursing.

The three education programs within the School of Nursing, undergraduate, graduate and
continuing education, have evolved from and are in agreement with this philosophy.
Elaboration of this basic philosophy will be found in sections of this bulletin dealing with
the undergraduate program, the graduate program and the continuing education program.

History

The School of Nursing, one of six professional schools of the University of Maryland at
Baltimore, was established on December 15. 1889 by Miss Louisa Parsons in the old Uni-
versity Hospital Building on Lombard and Greene Streets. Miss Parsons had been a stu-
dent of Florence Nightingale and was a graduate of Miss Nightingale's school at St.
Thomas' Hospital in London.

the College Park campus and three years at the School of Nursing in Baltimore. Both a
Bachelor of Science degree and a Diploma in Nursing were awarded upon completion of
the five year program. This sequence, as well as the three-year hospital school, phased
out in 1952 when Dr. Florence M. Gipe. now dean emerita, became dean of the new au-
tonomous four-year program leading to the Bachelor of Science degree in Nursing.

In 1954 the School of Nursing became a department of the Graduate School which awards
the degree of Master of Science with a major in nursing to qualified candidates. One of
Dean Gipe*s lasting contributions to nursing education in the south was her leadership in
establishing graduate education within the Nursing Council of the Southern Regional Edu-
cation Board. Together with the deans of five other Schools of Nursing with accredited
graduate programs, she pioneered in setting guidelines and interpreting the need for grad-
uate programs of high quality.

The first decentralized setting of the School of Nursing where qualified (undergraduate)
students could complete the nursing major was established when the Walter Reed Army
Institute of Nursing (WRA1N) was created in 1964 through a contractual arrangement be-
tween the University of Maryland and the Department of the Army. Students in this pro-
gram were subsidized during the junior-senior years and following graduation were obli-
gated to serve for three years in the Army Nurse Corps. The Walter Reed Army Institute
of Nursing closed with the last class of WRAIN students graduating in June, 1978. A sec-
ond decentralized program was initiated in 1974 through an agreement between the Uni-
versity and the Mercy Hospital Clinical Center in Baltimore. Organized along lines some-
what similar to WRAIN. with Mercy Hospital bearing the main expense of instruction,
the Mercy program represented a unique way in which one private hospital chose to con-
tinue its support to nursing education after closing its hospital school. A first University
of Maryland class of 33 students whose main clinical base had been the Mercy Clinical
Center graduated in June. 1976. Students in the decentralized program met the School's
admission criteria. Faculty at this center were appointed by the University of Maryland
and utilized University — approved clinical resources in providing learning experiences
which met requirements of the School of Nursing curriculum. Although in a decentralized
setting, both faculty and students function as one school. The last class supported by
Mercy Hospital graduated in June. 1980.

The employment of a director of continuing education in 1969 resulted in much appreci-
ated services to nurses throughout Maryland. Subsequent development of regional com-

mittees has involved large numbers of nurses in planning for continuing education pro-
grams geared to specific interests and needs (See Continuing Education, page 63).

A multimedia self-instructional grant from the Division of Nursing, Department of
Health. Education and Welfare, during 1969-74, provided the stimulus for the develop-
ment and use of newer teaching-learning strategies. An Instructional Media Center staffed
with nursing faculty and skilled technicians has continued to be a valuable resource to
faculty and students.

A research development grant from the Division of Nursing, Department of Health, Edu-
cation and Welfare, which was available to the School of Nursing from 1970 to 1975
served to increase faculty's involvement in research. The establishment of a Center for
Research and Evaluation in 1975 provided for the coordination of research courses as well
as additional consultative services to both faculty and students.

Since early days, the baccalaureate curriculum has been available to registered nurses
who wished to pursue further study. However, in recent years faculty have put forth great
effort to encourage nurses who demonstrated motivation and ability to avail themselves of
options which increasingly are available to the adult learner in higher education. Admis-
sion to the School's integrated upper division clinical program was facilitated by adminis-
tration of newly designed challenge examinations. Clinical experiences available to
R.N.'s provided innovative approaches to meeting objectives of the baccalaureate curricu-
lum. Further evidence of the School's concern for enlarging the pool of baccalaureate pre-
pared nurses in Maryland was the institution in 1975 of an outreach program for "com-
munity bound" nurses in Western Maryland and the Eastern Shore. The first outreach
baccalaureate program class of 27 students graduated in June. 1978. In the fall semester,
1980, the master's degree program initiated outreach classes for students in Western
Maryland and on the Eastern Shore. The first master's level outreach class consisted of 37
students, 1 1 in the West and 26 in the East.

Faculty have accomplished a complete revision of both baccalaureate and graduate curric-
ula in recent years. Implementation of the former was initiated in the fall of 1972 concur-
rently with a very large increase in upper division nursing enrollment of the Baltimore
campus. Since 1974, because of limitations in the availability of clinical facilities in the
Baltimore metropolitan area, it has been necessary to restrict admissions to the junior
class to 300 students. The new master's curriculum, which was granted approval by the
Graduate School early in 1976, is characterized by flexibility in the choices offered to stu-
dents. The revision also was responsible for the creation of a new Department of Primary
Health Care. In 1978, the opportunity for specialization in gerontological nursing was
added to the master's curriculum, and in 1979. an area of concentration in nursing health
policy was developed. In addition to preparing competent practitioners to meet current
health care needs, both curricula endeavor to provide graduates with a foundation to adapt
to and influence changing trends in health care delivery.

During the 1977-78 academic year, the second dean of the School of Nursing, Dr. Marion
I. Murphy, announced her retirement plans. She served as dean from 1967-78 guiding the
School and faculty with imaginative and assertive leadership and continuously working to
assure quality educational opportunities for more nurses at all levels of preparation. Dur-
ing her tenure as dean. Dr. Murphy served as Chairperson of the Maryland Commission
for Nursing; this Commission proposed ten recommendations based on identified nursing
education needs of the state of Maryland. In. her final year as dean, a substantive proposal
for a doctoral program in nursing leading to the award of a Ph.D. degree was developed
and approved by the University. The doctoral program in nursing was implemented in the
fall semester, 1979 with an initial enrollment of four full-time and three part-time stu-
dents. The addition of this program increases the level of educational preparation offered
by the School of Nursing and is congruent with and supportive to the missions of the Uni-
versity.

Nurses' Alumni Association

Organized in 1895, School of Nursing alumni provided early leadership in the organiza-

tion of the Maryland Nurses' Association and in passage of the Nurses' Licensing Act of
1903. Over the years alumni have demonstrated not only their strong support of the
School but awareness of changes taking place in nursing. Although incorporated as Alum-
nae, the Association changed its title to Alumni in 1964 thus establishing the eligibility of
men graduates for memberships. The historic pin. designed by Tiffany's for the class of
1894. bore the inscription Nurses' Alumni Association until 1970 when, by action of the
Association, the lettering for future graduates was changed to School of Nursing. Univer-
sity of Maryland. The Nightingale cap. bestowed by the School's founder. Louisa Par-
sons, remains the property of the Alumni Association. Since 1968. all baccalaureate grad-
uates of the School of Nursing are eligible to purchase the cap.

The Campus: The University of Maryland at Baltimore

The tradition of education of the human service professions on the Baltimore campus be-
gan with the founding of the School of Medicine in 1807. The Dental School was the first
in America: other professional schools in order of date of origin are Law. Pharmacy.
Nursing and Social Work and Community Planning. These professional schools represent
a tremendous resource to the community in which they are located. Also, their proximity
to one another offers rich opportunity for interprofessional activities of a service and re-
search nature. The professional schools of the University of Maryland at Baltimore have
accepted as one of their major missions, leadership responsibility for the continuing im-
provement of health care delivery in Maryland. This will be accomplished by educating
and training the appropriate kinds and numbers of professionals to meet the needs of the
people of the state. The development of improved methods of health care delivery will be
incorporated into the education process, including those which ensure efficiency and es-
tablish standards for quality of care.

The UMAB campus is situated in the heart of the downtown section of Baltimore, a city
whose early historic origins are rivaled only by tremendous urban center developments in
recent years. Baltimore is one of the foremost commercial, cultural and scientific centers
on the Eastern seaboard and offers unlimited extracurricular activities to students and visi-
tors.

Accreditation and Membership

The University of Maryland is a member of the Association of American Colleges and is
accredited by the Middle States Association of Colleges and Secondary Schools. The un-
dergraduate and graduate programs of the School of Nursing are accredited by the Na-
tional League for Nursing: the School also maintains membership in the Council of Mem-
ber Agencies of the Department of Baccalaureate and Higher Degree Programs of the
National League for Nursing. The baccalaureate program is approved by the Maryland
State Board of Examiners of Nurses. The School is represented in the Council on Colle-
giate Education for Nursing of the Southern Regional Education Board by the dean, asso-
ciate deans for undergraduate and graduate studies and the director of continuing educa-
tion. The School also is a member of the American Association of Colleges of Nursing.

Equal Opportunity

Qualified applicants are admitted without discrimination in regard to age. creed, ethnic
origin, marital status, handicap, race and sex. The enrollment of the racial minority stu-
dent, the male student, and the adult learner has been increasing annually. In line with its
stated philosophy, the School of Nursing encourages students with diversified back-
grounds to seek admissions to the baccalaureate and graduate programs, thereby enriching
the educational experience for all.

Similarly, effort is made to recruit faculty with diversified backgrounds particularly repre-
sentatives of minority groups. Although all faculty carry certain common responsibilities,
the black or male faculty member undeniably becomes a role model further illustrating the
School's commitment to affirmative action.

Registration on Campuses Within the University of Maryland
System

Registration at one of the University of Maryland campuses permits a student to register
for courses (space available) offered by another campus within the University of Mary-
land system.

Office of Admissions and Registrations.

Determination of In-State Status for Admission, Tuition and
Charge Differential Purposes*

An initial determination of in-state status for admission, tuition and charge differential
purposes will be made by the university at the time a student's application for admission
is under consideration. The determination made at that time and any determination made
thereafter shall prevail in each semester until the determination is successfully challenged
prior to the last day available for registration for the forthcoming semester. A determina-
tion regarding in-state status may be changed for any subsequent semester if circum-
stances, as later defined, warrant redetermination.

General Policy

1 . It is the policy of the University of Maryland to grant in-state status for admission, tui-
tion and charge differential purposes to United States citizens and to immigrant aliens
lawfully admitted for permanent residence in accordance with the laws of the United
States, in the following cases:

a. where a student is financially dependent upon a parent, parents or spouse domiciled
in Maryland for at least six consecutive months prior to the last day available for
registration for the forthcoming semester

b. where a student is financially independent for at least the preceding 12 months and
provided the student has maintained his domicile in Maryland for at least six con-
secutive months immediately prior to the day available for registration for the forth-
coming semester

c. where a student is a spouse or a dependent child of a full-time employee of the uni-
versity

d. where a student who is a member of the Armed Forces of the United States is sta-
tioned on active duty in Maryland for at least six consecutive months immediately
prior to the last day available for registration for the forthcoming semester, unless
such student has been assigned for educational purposes to attend the University of
Maryland.

e. where a student is a full-time employee of the University of Maryland.

2. It is the policy of the University of Maryland to attribute out-of-state status for admis-
sion, tuition and charge differential purposes in all other cases.

3. Each campus of the University will be responsible for making the in-state determina-
tion for the prospective or enrolled student.

4. In-state status is lost at any time a financially independent student establishes a domi-
cile outside the State of Maryland. If the parent(s) or other persons through whom the stu-
dent has attained in-state status establish a domicile in another state, the student shall be
assessed out-of-state tuition and charges six months after the out-of-state move occurs.

Insurance Coverage

All nursing students, undergraduate and graduate, enrolled for clinical nursing courses,
are required to carry malpractice liability insurance.

*A complete statement of this policy is available from the Office of Admissions, Room 132
Howard Hall. 660 West Redwood Street. Baltimore. Mankind 21201 .

INSTRUCTIONAL FACILITIES
AND RESOURCES

Health Sciences Library

The principal library for the campus is the Health Sciences Library which is located near
the School of Nursing. The library, which houses more than 230,000 bound volumes and
over 3,100 current periodical subscriptions, is ranked one of the top 15 health sciences li-
braries in the nation.

Its collection, which serves the Schools of Nursing, Pharmacy, Dentistry, Medicine, and
Social Work and Community Planning, is more varied than those of most other libraries.
The subject scope encompasses the basic biomedical and health-related sciences as well
as the social and behavioral sciences. Thus, in providing literature to support the teach-
ing, research and health care programs on the campus, the library makes available a wide
range of materials to the nursing community.

The Health Sciences Library has established an innovative outreach service program
which adds a new dimension to library service on campus. Each of six Information Spe-
cialist librarians is assigned to one of the professional schools or the hospital. The Infor-
mation Specialists participate in collection evaluation and development in the respective
subject areas related to their assigned professional school, teach seminars and orientations
in information retrieval, serve as information consultants, provide traditional reference
service, as well as being responsible for the Computerized Reference and Bibliographic
Service (CRABS) which provides customized subject bibliographies.

The library has access to over 30 computer data bases in the sciences and the social sci-
ences including MEDLINE, Psychological Abstracts, ERIC. TOXLINE, and Social Sci —
Search.

Interlibrary Loan service is available for needed materials not held in the library collec-
tion.

Self-service photocopy machines are available on all floors of the library.

The library is open 8 A.M. - 10 P.M. (Monday - Friday), 9 A.M. - 5 P.M. (Saturday)
and 2 P.M. - 9 P.M. (Sunday). Special holiday and summer hours are posted.

Nursing Media Center

The School of Nursing offers opportunity for both individual and group learning activities
in the Nursing Media Center.

Self-Instruction: The rationale for this approach is that the knowledge and skills needed
by individual nursing students vary at any given time. Availability of appropriate mate-
rials in self-instructional format provides for this diversity of needs. As the result of a
special project, a group of faculty and technicians developed and produced a large num-
ber of multimedia self-instructional study units. In addition, commercially prepared mate-
rials have been purchased as appropriate to meet students' needs. The environment for
self-study is an Instructional Media Laboratory with 68 carrels including a variety of
equipment. Undergraduate students may be required to study specific units as course re-
quirements and may pursue other self-instructional materials relevant to their individual
learning needs. Graduate students utilize the laboratory on a selective basis.

Skills practice: Undergraduate students who wish to practice certain nursing skills and
procedures may do so in Skills Laboratories adjoining the Nursing Media Center. The
laboratories contain typical clinical equipment which enables students to simulate direct
care situations. A Skills Laboratory Committee of faculty members prepares skill guides
to assist the student using the laboratory; an R.N. laboratory assistant is available to pro-
vide guidance to students on a part-time basis.

Both the Nursing Media Laboratory and Skills Laboratories are open during early evening
hours.

Group Instruction: Classroom instruction at the School of Nursing is supported
through a variety of media services. Movie projectors, overhead projectors, audio tape re-
corders and other equipment are available for use in classes or seminars. A library of film
and other media catalogs is maintained to help faculty locate desired films, tapes and
other resources. Materials for and assistance in the production of slides and overhead pro-
jector transparencies are available to faculty members who wish to make use of those
techniques.

The School also has a closed circuit television studio where live or taped programs can be
produced. A portable videotape system and production assistance are available for faculty
and students who wish to videotape projects on their own.

The University Hospital Media Center on the eleventh floor, as well as other campus Me-
dia Centers are also open to students.

Center for Research and Evaluation

School of Nursing faculty and students participate in national as well as local research
consortiums. Research of a multidisciplinary nature is increasingly possible as nursing
and other health disciplines have identified common problems. The Center schedules two
"Research Days" and a number of noon seminars during the academic year to highlight
such activities as part of its faculty development program. A newsletter, RSVP, is distrib-
uted biannually to 800 Schools of Nursing and hospitals throughout the country.

Student Services: Undergraduate and Graduate Programs

National Honor Society of Nursing. Sigma Theta Tau. founded in 1922. is the na-
tional honor society of nursing; Pi Chapter was established at the University of Maryland
in 1959. The purposes of Sigma Theta Tau are to recognize superior scholarship achieve-
ment, encourage and support research activities, and strengthen commitment to the ideas
and purposes of the nursing profession.

Who's Who Among Students in American Universities and Colleges. Member-
ship in this organization is open to juniors, seniors and graduate students in the School of
Nursing. Both students and faculty participate in the nomination and selection of mem-
bers on the basis of the following criteria: Scholarship ability, participation and leadership
in academic and extracurricular activities, citizenship and service to the school and poten-
tial for future achievement.

Phi Kappa Phi. Phi Kappa Phi is a national honor society which was established at the
University of Maryland in 1920. Its objective is to foster and recognize outstanding schol-
arship, character and social usefulness in students from all areas of instruction.

Candidates for membership are selected from the basic baccalaureate, the registered nurse
and the graduate students in nursing.

Other Awards. School of Nursing students are eligible for several types of awards upon
completion of the undergraduate or graduate program. The awards, which are presented at
an academic convocation, have been donated by the Nurses' Alumni Association or other
groups or individuals who wish to recognize outstanding individuals in the student body.
Annually a Research Award is presented to a master's student in recognition of excellence
in research, and an award is presented to the outstanding master's student in each area of
concentration.

UNDERGRADUATE PROGRAM

Undergraduate Program Overview

The program in professional nursing, leading to the degree of Bachelor of Science in
Nursing, is available to men and women who establish eligibility for admission. The first
two years of preprofessional study (lower division course requirements) are available at
University of Maryland campuses and at other accredited colleges or universities. On
these campuses, the student pursues a program geared to providing fundamentals of a lib-
eral education and subjects which are supportive to the study of nursing. The junior and
senior years are devoted to completing the nursing major on the Baltimore Campus.

Registered nurses who desire to bring their previous preparation for nursing in line with
requirements for the baccalaureate degree are encouraged to establish eligibility for ad-
mission. Credits previously earned at an accredited two or four year college or univer-
sity are assessed according to University of Maryland and School of Nursing policies gov-
erning transfer of credit; opportunity to establish credit for certain foundational and
nursing courses is provided.

Objectives of the Undergraduate Program

The baccalaureate graduate of the University of Maryland School of Nursing is committed
to the total wellbeing of people and demonstrates respect for their dignity, worth, auton-
omy and uniqueness. In ambulatory, community, and inpatient settings, the graduate pro-
vides effective nursing care that assists individuals, families and other groups at any point
on the health continuum to attain, regain, or maintain their maximum level of health and
highest level of functioning.

The baccalaureate program provides a learning environment which fosters purposeful self-
direction; implementation of nursing care is based on a deep grasp of nursing knowledge
and skill, analytical thinking and discriminative judgment. As a result of the educative
process, and following an appropriate orientation to a nursing care setting, the graduate is
able to assume beginning leadership in the practice of nursing. Awareness of nursing's ef-
fectiveness on the improvement of health care services to people gives impetus to the
graduate's continuing search for knowledge which supports practice.

To achieve these ends the graduate:

1. synthesizes selected concepts from the affective, cognitive, and psychomotor do-
mains in formulating a philosophy of nursing:

2. uses affective, cognitive, and psychomotor behaviors in applying the nursing
process to individuals and small groups;

3. demonstrates personal and professional growth with increasing self-direction;

4. demonstrates leadership in own nursing practice;

5. demonstrates responsible organizational behaviors in meeting professional goals
within health care agencies;

6. collaborates in the assessment of and planning for meeting the health care needs of
individuals and small groups;

7. improves own nursing practice through the evaluation and application of selected re-
search.

Upper Division Program

(Pre-Admission Advisement)

The University of Maryland School of Nursing offers one undergraduate program which
leads to a baccalaureate degree in nursing (B.S.N. ). It admits to this upper division pro-
gram two types of students: registered nurses and generic students.

Articulation Programs - An Advisement Tool

Both the registered nurse and the generic student must successfully complete an equiva-
lency of two years of lower division college course work prior to matriculation in the bac-
calaureate program of the School of Nursing at Baltimore. The required lower division
courses may be taken at any accredited institution of higher education. The following
schools have designed special articulation programs which facilitate a student's admission
to the School of Nursing:

Alleghany Community College

Anne Arundel Community College

Catonsville Community College

Cecil Community College

Charles County Community College

Chesapeake College

The Community College of Baltimore

Dundalk Community College

Essex Community College

Frederick Community College

Garrett Community College

Hagerstown Junior College

Harford Community College

Howard Community College

Montgomery College

Prince George's Community College

Frostburg State College

University of Maryland — Baltimore County Campus

University of Maryland — College Park Campus

University of Maryland — Eastern Shore Campus

Wor — Wic Community College

The articulation program for each of the above listed community colleges is described in a
booklet entitled: "Programs Articulated Between (insert one of the above) College and
the University of Maryland at Baltimore City." This booklet is kept in the counseling
center of each community college. The articulation program for the following institutions
is listed in their college catalogue:

University of Maryland — Baltimore County

University of Maryland — College Park

University of Maryland — Eastern Shore (Regular and Honors Programs

available)
Frostburg State College

These printed articulation programs can serve as valuable advisement tools. By using
them, most students are able to determine which of their courses will be used in meeting
the lower division course requirements for admission to the School of Nursing located in
Baltimore City.

Pre-Admission Counseling Sessions

The Office of Admissions and Academic Progressions provides small group counseling
sessions for students interested in admission to the School. At the counseling sessions an
explanation of the admission process is given and each attendee's academic credentials
are evaluated. For an appointment for one of the sessions, phone the following number:
(301) 528-6283.

Foreign Students or Native Students Who Attended Foreign Institutions

The first step in the admissions process is to validate the completion or planned comple-
tion of the 59 lower division credit requirements prior to the student's anticipated matricu-

lation date. To validate which of the credits taken at a foreign institution (s) will be ac-
cepted as fulfilling the Nursing School's required lower division courses, the student must
do the following:

( 1 ) file an official application with appropriate fee

(2) have the appropriate officer at the foreign school(s) attended send an official
transcript(s) with English translation to the Office of Admissions and Registrations at 660
W. Redwood Street, Baltimore, Maryland 21201.

Since it takes approximately 6 months for the processing of documents received from a
foreign country, it is critical that the student apply in early fall for the following fall's ad-
mission date.

General admission requirements and those specific to the Registered Nurse will be used
for foreign nurse applicants who are registered to practice nursing in the United States and
for those who will be registered by the anticipated matriculation date. General admission
requirements and those specific to the generic student will be used for students who are
not eligible for registration to practice nursing in the United States or who do not take
and/or do not pass the State Board of Nursing Examination prior to the anticipated matric-
ulation date.

Foreign students are required to take the Test of English as a Foreign Language. A score
of 500 is considered to be an indication that the applicant could be successful in language
comprehension and use.

Lower Division Requirements

Professional upper division education in nursing requires a foundation of learning pro-
vided by required lower — division college courses. Prior to fall matriculation in the un-
dergraduate program, all students must have completed the following lower division
course requirements at an accredited college or university:

Course Requirements Credits

English Composition 3

Chemistry Including Lab (inorganic & organic content) 8

Human Anatomy & Physiology Including Lab ("C" or better grade) 8

Microbiology Including Lab ("C" or better grade) 4

*Social Sciences 12

**Humanities 15

Nutrition (sophomore level) 3

Electives 6

Minimum of 59

*Must include at least one course in sociology and one course in psychology. **Must in-
clude courses selected from at least three disciplines within the humanities areas.

Policies Governing Transfer of Lower Division Credits

The following is a list of policies which govern the transfer of college credits to the
School of Nursing:

1. Human anatomy and physiology, chemistry and microbiology must be courses
taken by students who plan to or could use them as credits toward a major in these
areas. In other words, they cannot be terminal courses for non — majors; i.e., stu —
dents majoring in nursing, physical education, etc.

2. Required natural science courses (chemistry, microbiology and human anatomy
and physiology) must include laboratory experience.

4. Basic nutrition must be a course with prerequisites of organic chemistry and anat-
omy. (See page 17 for list of currently approved nutrition courses.)

5. Humanities credit will be given for one "studio" course in the fine arts; (i.e.,
class in piano and painting) only if credit in the appropriate survey course is also
earned (music literature, history of art, etc.).

6. "D's" are not transferable for anatomy and physiology and microbiology from
either in-state or out-of-state institutions. For other courses, Ds are transferable
from in-state public institutions only.

7. Courses taken on a Pass/Fail basis may be used for elective credits only.

8. Credits earned in courses titled Human Growth and Development are not applica-
ble toward preprofessional course requirements. This content is taught within the
School of Nursing (Junior Year).

9. Remedial and/or repetitive courses are not applicable for credit.

10. Nursing courses are not transferable.

1 1 . Foreign Language — Humanities credit will be given for the first semester elemen-
tary course in a language (i.e., FREN 101, ITAL 101) only if additional credit is
earned in that language. However, the first course can be used for elective credit
even if no additional credit in that language is earned.

12. Social, physical and natural science courses taken 10 or more years prior to a
student's matriculation date will not be accepted.

13. Only students with an overall grade point average of a 2.0 or better will be consid-
ered for admission to the School of Nursing.

14. Only 59 applicable credits are necessary for matriculation to the School of Nurs-
ing. A maximum of 60 credits will be applied toward the matriculation grade point
average; additional credits earned by the student will be viewed by the Admissions
Committee as credit for enrichment but will not be calculated in the Student's ma-
triculation grade point average.

15. Whenever possible, credits recorded on an applicant's transcript(s) will be used as
the basis for calculating the matriculation grade point average rather then those
grades resulting from courses listed on the "Courses In Progress" sheet, which is
a form included in the official application.

16. No more than half of the 122 applicable credits required for graduation can be
earned by examinations (see Department Examinations and CLEP below).

Establishing Lower Division Credit by Examination

Departmental Examinations: Many two- and four-year colleges and universities provide
an opportunity for students to take examinations for credit, provided the student has had
some instruction and experience in the content of the course under consideration. Ar-
rangements are made by students with the appropriate departments in the college in which
they are matriculated on a full- or part-time basis. The School of Nursing will accept the
credit earned by examination provided the course name and number, grade, and credits
earned are on the transcript. (In most cases, Pass/Fail grades are not accepted).

CLEP: It is possible to earn credit by examination through the College Level Examination
Program of the College Entrance Examination Board. The School of Nursing recognizes
selected CLEP exam results for credit provided the student earns a grade determined ac-
ceptable. The results from the CLEP tests can be submitted to the Director of Admissions
and Registrations, Room 132, Howard Hall, 660 West Redwood Street, Baltimore, Mary-
land 21201 for information on the scores transferability.

Assessment Form

For Student Use Only Not to be Submitted to the School

The following form is a model of the form used by admission officers in assessing an
applicant's eligibility for admission. Interested students can use it to keep track of their
progress in meeting lower division requirements.

Lower Division
Requirements

English Composition

Chemistry with Laboratory
(Including inorganic and
organic content)

Human Anatomy and Physiology
with Laboratory

Microbiology with Laboratory

Social Sciences (12 cr. - includes
sociology, psychology, anthropology
political science, economics,
geography

One course must be in sociology
and one must be in psychology

Humanities (15 cr.) Need courses
from at least 3 of the following
areas: Literature, language, fine
arts, history, philosophy, mathe-
matics, public speaking

Nutrition (sophomore level)
Electives

Required
Credit

Matriculation G.P.A.
Minimum

3
3
3
3
3
3
6-7

Credit
Earned

Grade

Q.P.

School

Year
Taken

Approved Nutrition Courses Effective April 1980

Others May Be Added As Developed

BIO 280 Anne Arundel Community College

BIOL 266 Catonsville Community College

NUTR 160 Chesapeake College

BL 206N College of Notre Dame

DNT 200 Community College of Baltimore

AH 160 Essex Community College

NUT 200 Frostburg State College

BIO 210 Harford Community College

NUTR 204 Hood College

SCI 262 Howard Community College

12A07 Johns Hopkins University

12A08 Johns Hopkins University

BL213 Montgomery College

BIO 212 Prince George's Community College

SCI 316 St. Mary's College of Maryland

BIOL 217 Salisbury State College

NUTR 204 Towson State University

BIOL 0233 University of Maryland, Baltimore County

NUTR 200 University of Maryland, College Park or Univ. College

HE 331 University of Maryland, Eastern Shore

Admission to the Upper Division

General Information for all Applicants

(1) Rolling Admissions

The University of Maryland School of Nursing initiated the process of rolling admis-
sions with the admission class of 1979. "Rolling admissions" means that the earlier one
applies, the earlier one will hear about being accepted to the school.

(2) Obtaining Application

An application may be obtained from the following office between the middle of Sep-
tember and January 31st for the next admission class:

Office of Admissions and Registrations
University of Maryland, Baltimore
Howard Hall, Room 132
660 West Redwood Street
Baltimore, Maryland 21201
Phone No.: 528—7480

(3) Application Deadline

February 1st is the application deadline. Requests for exception to this deadline may be
directed, in writing, to the Director of Admissions and Progressions, 655 West Lombard
Street, Baltimore, Maryland 21201.

(4) Updating Admissions Information

Students planning to apply to the School of Nursing for Fall 1983 should contact the
Director, Office of Admissions and Progressions, University of Maryland School of Nurs-
ing, 655 West Lombard Street, Baltimore, Maryland 21201 in the spring of 1982 for pos-
sible changes regarding the admissions criteria.

Admissions Information — Specific to the Generic Applicant

(1) Normal educational sequencing leading to a B.S.N, for the generic applicant:

— graduation from high school

— completion of 59 lower division, preprofessional course credits at an accredited col-
lege or university

— completion of 63 — 64 upper division, professional course credits

(State Board Examinations to become a registered nurse are taken following the
awarding of the baccalaureate degree)

(2) Applying for Admissions:

The School of Nursing matriculates approximately 300 generic students into upper di-
vision course work in the fall of each year. Students should apply for admission in the
fall prior to their expected matriculation date. Students are eligible to apply after com-
pleting approximately 30 credits of the Lower Division preprofessional course work
and developing a plan for completing the remaining 29 credits by the expected matric-
ulation date. All applications will be considered where the applicant's overall grade
point average is 2.0 or above. Admission is competitive and the basic criteria for de-
termining admissions are:

— overall grade point average

— completion by February 1st of 44 semester hours of applicable (lower division)
credits with a minimum distribution of these credits in the following categories: En-
glish — 3 credits; required Natural Sciences — 8 credits; Social Sciences — 6
credits; Humanities — 6 credits.

— written plan for completion of all required 59 lower division credits by matricula-
tion date (admission preference given to those applicants who plan to complete all re-
quired 59 credits no later than the end of the first summer session prior to matricula-
tion).

— successful completion of the Allied Health Professions Admission Test. Applica-
tions for the Allied Health Professions Admission Test may be obtained from the fol-
lowing address:

Allied Health Professions Admission Test

The Psychological Corporation

304 East 45th Street

New York. New York 10017

Phone: (212) 888—3221

Applicants are strongly encouraged to take the Allied Health Professions Admission
Test in either November or January prior to their requested matriculation date (Allied
Health Professions Admission Test scores are valid for only two admission years fol-
lowing the date the tests were taken).

Admissions Information — Specific to the Registered Nurse Student

(1) Normal educational sequencing leading to a B.S.N, for the Registered Nurse:

— graduation from an associate degree nursing program or diploma nursing program

— pass State Boards (failure to become licensed after a student has matriculated will
result in his being immediately withdrawn from the program)

— completion of 59 lower division, preprofessional course credits at an accredited
college or university

— completion of advanced placement examinations totaling 28 credits (10 credits are
earned from faculty made tests and 18 credits are earned from tests developed by The
American College Testing Program)

— completion of 33 upper division, professional course credits
18

(2) Applying for Admission:

The School of Nursing matriculates approximately 120 registered nurses into upper
division course work in the fall of each year. Students should apply for admission in
the fall prior to their expected matriculation date. Students are eligible to apply after
completing approximately 30 credits of the Lower Division preprofessional course-
work and developing a plan for completing the remaining 29 credits by the expected
matriculation date. All applications will be considered where the applicant's overall
grade point average is 2.0 or above. Admission is competitive and the basic criteria
for determining admissions are:

— overall grade point average

— completion by February 1st of 44 semester hours of applicable credits with a mini-
mum distribution of these credits in the following categories: English — 3 credits; re-
quired Natural Sciences — 8 credits; Social Sciences — 6 credits; Humanities — 6
credits.

— written plans for completion of all required 59 lower division credits by matricula-
tion date. (Admission preference is given to those applicants who plan to complete all
required 59 credits no later than the end of the first summer session prior to matricula-
tion)

— successful completion of advanced placement examinations.

Advanced Placement for the Registered Nurse

When the official application for upper division study is received by the School of Nurs-
ing, information about the Advanced Placement Examinations is forwarded to the appli-
cant and includes study guides and registration forms for all the examinations. The re-
quired advanced placement examination are as follows:

NURS 310 Pathophysiology — Pharmacological Implications 4 credits

NURS 316 Human Growth & Development 3 credits

NURS 317 Deviations in Human Growth & Development 2 credits

*NURS 320 Introduction to Administration of Medications

& Basic Life Support 1 credit

tNURS 457 Maternal & Child Health Nursing Total of

18 credits
tNURS 554 Adult Nursing for these

three
tNURS 503 Psychiatric/Mental Health Nursing examinations

Nurs 310, 316, 317 and 320 are prepared by University of Maryland faculty members.
Nurs 457. 554, and 503 are prepared by the American College Testing Center. Those
who would like to contact the Center directly may do so by writing to the following ad-
dress: ACT PEP

2201 North Dodge Street

P.O. Box 168

Iowa City, Iowa 52243

*A minimum grade of "C" is required on this advanced placement examination.
t A minimum average score of 45 is required on these 3 tests.

If an applicant fails Nurs 310, 316, 317 or 320, he must take the courses after matriculat-
ing in the program. Decisions as to when these courses are to be taken are the responsibil-
ity of the Director of Admissions and Academic Progressions. Students have two attempts
to successfully pass Nurs 457, 554 and 503. Students who fail to pass these tests on the
second attempt are allowed to apply to the generic program.

Advanced placement examinations must be retaken if the student does not matriculate in
the upper division course of study within two years.

Unique Features of the Curriculum for Generic Students:
Upper Division

The junior and senior year of the Nursing Curriculum are offered at the University of
Maryland at Baltimore campus. The curriculum is based on an integrative model whereby
students are taught by a group of teachers who have specialized knowledge and skills in
the area of maternal-child, psychiatric-community mental health, medical-surgical and
community health nursing. All students work toward the same course objectives, although
the teaching — learning methods may vary among faculty.

A faculty — student ratio of approximately 1:10 creates a learning situation whereby stu-
dents have sufficient opportunity to learn the clinical skills required of professional
nurses. Student placement for the junior year is an administrative decision. A lottery is
used to make decisions concerning senior student placements.

The goal of nursing care is to assist man to reach his highest level of functioning compati-
ble with health. Consequently, the curriculum focuses on the development of the requisite
interpersonal and cognitive skills such as problem — solving, discriminative thinking and
making nursing judgments as well as technical skills. The curriculum is best described as
one which emphasizes the psychosocial needs of man without negating the importance of
physical and spiritual needs.

A typical plan of study for the upper division nursing major follows:

Junior Year

Fall Semester Credits

*NURS 31 4 Concepts of Nursing 1 9

+NURS 318 Special Topics — Electives in Health Related Courses 3

*NURS 316 Human Growth and Development 3

TOTAL 15

Winter Session (Month of January) Credits

*NURS 317 Deviations in Human Growth and Development 2

*NURS 320 Introduction to the Administration of Medications and Basic Life Support 1

TOTAL 3

Spring Semester

r 3 Credits

*NURS 315 Concepts of Nursing II 9

*NURS 310 Pathophysiology and its Pharmacological Implications 4

NURS 321 Introduction to Organizational Behavior 3

TOTAL 16

*These courses are challenged by R.N. students after applying to the upper division (Ad-
vanced Placement Examinations Nurs 457, 554 and 503 are equivalent to credits for Nurs
314 and Nurs 315 above) ^Course not required for the registered nurse

Senior Year

Fall Semester „ ,.

Credits

NURS 324 or 325 Concepts of Nursing I1IA or B 9

*NURS 322 Nursing in Society 3

*NURS 410 Survey of Research and Statistics 3

TOTAL 15

Winter Session

Credits

NURS 326 Clinical Nursing Elective 3

TOTAL 3

Spring Semester

Credits

NURS 324 or 325 Concepts of Nursing II1A or B 9

**NURS 418 Special Topics — Electives in Health— Related Courses 2—3

TOTAL 11—12
*Take with Nurs 325 **Take with Nurs 324

Unique Features of the Curriculum for Registered Nurse
Students: Upper Division

The curriculum developed for the registered nurse is planned to maximize the strengths
the registered nurse brings to the baccalaureate program. The registered nurse is viewed
as an adult learner who possesses the special characteristics of a diverse life, educational
and clinical experiences, and a high level of motivation that fosters independent and col-
laborative learning.

Clinical practice areas for the registered nurse are provided through arrangements with a
wide variety of hospitals and other health agencies. All clinical coursework is under the
supervision of faculty of the School of Nursing. Students are assigned to any one of a
number of different agencies for the purpose of accomplishing the course objectives as
determined by faculty.

A typical plan of full — time study appears below for R.N. students who have met the re-
quirements for the preprofessional courses and have established credit through satisfactory
completion of advanced placement examinations.

Fall Semester

Credits

NURS 334 Concepts of Nursing 1VA 9

NURS 321 Introduction to Organizational Behavior 3

NURS 410 Survey of Research and Statistics 3

TOTAL 15

Winter Session (Month of January)

Credits

NURS 326 Clinical Nursing Elective or NURS 348 Seminar, Workshop 3

TOTAL 3

Spring Semester

Credits

NURS 335 Concepts of Nursing IVB 9

NURS 418 Special Topics — Electives in Health-Related Courses 3

NURS 322 Nursing In Society 3

TOTAL 15

Students may not take more than 15 credits during the fall and spring semesters or 3
credits in the winter session without administrative approval from the Director of Admis-
sions and Academic Progressions.

Part-Time Study

This option is available to a limited number of registered nurses who are admitted to the
School of Nursing. Part — time students may complete the program in two or three aca-
demic years. Enrollment in certain courses may be limited depending upon demand.

General School Policies Related to Curriculum Matters

Policies Regarding Nursing Concepts Courses

The major nursing courses, i.e., NURS 314,315,324,325,326,334 and 335, must be
taken within the University of Maryland School of Nursing. This policy does not negate
the opportunity for R.N. students to challenge the junior year clinical concepts courses.
Faculty — student ratios for Concept Courses are maintained at an average program —
wide ratio of approximately 1:10.

Clinical Practice Areas

Clinical practice areas for the baccalaureate program are provided through arrangements
with a wide variety of hospitals and other health agencies. All clinical coursework is un-
der the supervision of faculty of the School of Nursing. Students are assigned to anyone
of a number of different agencies for the purpose of accomplishing the course objectives
as determined by the faculty.

Honors Program

The School of Nursing is participating in an interdisciplinary honors program initiated at
University of Maryland at Eastern Shore in fall, 1979. Plans are underway to continue the
concept of a program that is especially designed for those students meeting honors crite-
ria.

Outreach Students

During the 1975 — 1976 academic year, an off — campus, part — time degree completion
program for "community bound" registered nurses was established in Western Maryland
and on the Eastern Shore. The first group of students completed the program in 1978.
This offering is currently continuing in Western Maryland, in the Cumberland area and
the Hagerstown area. The program enables registered nurses to complete all requirements
for the baccalaureate degree in nursing through enrollment on a part — time basis in re-
gional centers. Requirements for achieving senior year status are the same as on the Balti-
more campus. The usual senior year curriculum for R.N.'s, which involves 33 earned
credits, is arranged over a two to three — year time span. Inquiries should be addressed to
the Director of the Outreach Program, University of Maryland School of Nursing, 655
West Lombard Street, Baltimore, Maryland 21201.

Degree Requirements — Baccalaureate Program

It is the responsibility of faculty of the School to establish and publish degree require-
ments. Responsibility for knowing and successfully meeting these requirements rests with
the student. Requirements are set forth in this catalogue and updated annually in the Aca-
demic Handbook given to enrolled students at the beginning of each academic year. Cur-
rent requirements are as follows:

1 . Certain lower division coursework is required for admission to the junior year of the
undergraduate program in nursing. Official transcripts of this coursework must be sub-
mitted to the Director of Admissions and Registrations by published deadline date.

2. A minimum of 120 credits (122 for generic students and 120 for R.N. students) in cer-
tain coursework is required. The lower division courses required for admission to the
junior year and the required courses of the upper division major in nursing completed
at the University of Maryland comprise the required credits. At least the senior year
must be completed at the University of Maryland. This does not negate Outreach Stu-
dents from completing their courses at Outreach sites.

3. Upper division major in nursing; required courses appear elsewhere in the catalogue.

4. A minimum grade point average of 2.0 is expected each semester of the junior and
senior year, as well as a cumulative grade point average of 2.0 for graduations.

5. A grade of C or better is required in both the didactic and clinical portions of Nursing
Concepts Courses. NURS 314, 315, 324, 325, 326, 334 and 335.

Also a C or better is required in NURS 320 and failure to obtain this grade prohibits
students from moving to the next level concepts course. These courses are sequential,
and a C must be earned before registering for the next course (except for NURS 326
which is graded Pass/Fail and requires a Pass grade). If a D or F is received in a Nurs-
ing Concepts Course, the course must be repeated, with permission of the Director of
Admissions and Academic Progressions, and a C grade or higher earned the next time
it is offered.

6. A diploma application must be filed with the Director of Admissions and Registra-
tions, University of Maryland at Baltimore, before the stated deadline date in order to
receive the degree.

Grading System

The following grades are used to report the quality of upper division coursework on grade
reports and transcripts:

Grade Quality Grade Points

A Excellent 4

B Good 3

C Satisfactory 2

D Minimal Passing 1 (but not

acceptable in
certain courses)

F Failure 0

I Incomplete —

P Passing at C level or above —

WD Withdrew from all courses —

and the university

AU Audit —

NM No Grade submitted by Faculty —

Note: Only Grades of A,B,C,D and F are computed in the grade point average on the
grade reports published and maintained by the Office of Admissions and Registra-
tions.

A grade of P is given only for specified courses that are graded Pass/Fail when perfor-
mance is at a C level or above.

A grade of D or F is unsatisfactory for Nursing Concepts courses and the course titled
Administration of Medications and Basic Life Support. These courses require a C grade
or higher for the fulfillment of degree requirements.

A grade of I is given at the discretion of the instructor only when extenuating circum-
stances beyond the student's control prevent the completion of a minor portion of work in
a course. Students receiving a grade of an I are responsible for arranging with the instruc-
tor the exact work required to remove the incomplete. If an I grade is not removed by the
end of the following semester, the grade automatically converts to F except with Nursing
Concepts courses when the time of completion is determined by the instructor. Any I
grade may preclude normal progression in the program as determined by progressions
committee policies.

Withdrawal Policy — Transcripts Prepared by the Office of Admissions and
Registrations:

If a student withdraws from the University starting with the 9th week through the 11th
week, the student will receive a "WD" on his transcript. Students who withdraw in the
last week of the semester will either receive an "WP or WF".

Drop Policy Administered by the Office of Admissions and Progressions:

Students can only drop a course with the permission of the Director of Admissions and
Academic Progressions. When a student is permitted to drop a course prior to the end of
the 7th week, a "WD" grade will be retained in the student's file in the Office of Admis-
sions and Academic Progressions. Students who are permitted to drop a course starting
with the 8th week through the 11th week will receive either a "Drop Pass" (DP) or a
"Drop Fail" (DF) grade. A summary of the student's performance on the course will be
placed in the student's record retained in the Office of Admissions and Academic Pro-
gressions. Students are not permitted to drop a course starting the 12th week and will re-
ceive the grade determined by the faculty.

Dropping a Concepts Course (NURS 314, 315, 324. 325, 334 or 335): Students who drop
a Concepts Course and maintain enrollment in a non-clinical course are eligible to retake
the Concepts course the next time there is space available in it.

Computation of Grade Point Average for a Semester: Grade points are added for the
courses attempted in a given semester in the upper division major and multiplied by the
number of credits attempted. The sum, divided by the total credits for the courses, equals
the grade point average as in the example below:

NURS 314 (9 cr) B = 27 grade points

NURS 316 (3 cr) B = 9 grade points

NURS 318 (3 cr) B = 9 grade points

(15 cr) B = 45 grade points

3.00 grade point average
15 145.00

Computation of the Cumulative Grade Point Average: The total grade point for all
courses (including upper division cousework. challenge examination grades for the R.N.
and courses accepted for admission) are added and calculated as above.

Progression and Reinstatement Policies

It is the student's responsibility to monitor his academic progression toward the comple-
tion of degree requirements, as well as to maintain good academic standing. Students re-
ceive from faculty a mid — semester warning if in jeopardy of failing a course. At the end
of each semester, students receive grade reports on coursework completed from the Direc-
tor of Admissions and Registrations. These reports of official grades (and their entry on
the official transcript) and the grades for courses accepted for admission are used by fac-
ulty to certify academic standing and to determine honors, academic probation and dis-
missal, and the completion of degree requirements.

The Committee on Academic Progressions meets regularly to establish and implement
policies on progression and, through the Office of the Director of Admissions and Aca-
demic Progressions, formally notifies students in poor academic standing who are placed
on academic probation or are academically dismissed. Students are notified in writing
when they are removed from academic probation.

Academic Retention and Reinstatement

Good Academic Standing: is defined as satisfactory academic progress of a registered de-
gree candidate in coursework and toward degree requirements.

Poor Academic Standing: is unsatisfactory academic progress of a registered degree can-
didate in coursework and toward the completion of degree requirements. Such students
are normally placed on academic probation and may be subject to academic dismissal.

Academic Probation: a student in poor academic standing is placed on probation by the
Committee on Academic Progressions. The Director of Admissions and Progressions, or
the Associate Dean for the Undergraduate Program. In the written notification of proba-

tion and unsatisfactory academic achievement, the student will be informed o\' the length
of the probation and any specific conditions that must be satisfied to be removed from
probation. Specific conditions warranting academic probation include:

1 . a D or F in a Nursing Concepts course

2. a D or F in NURS 320 — Introduction to the Administration of Medications and
Basic Life Support

3. a cumulative grade point average of 1.960 to 1.999

4. a grade point of less then 2.0 for any given semester

5. repeated mid-semester warnings in courses

6. academic dishonesty

7. an academic record reflecting other unsatisfactory progress in meeting degree re-
quirements

Academic Dismissal: a student is dismissed from the undergraduate program by the Com-
mittee on Academic Progression. Director of Admissions and Academic Progressions, or
Associate Dean for the Undergraduate Program for continued evidence of unsatisfactory
progress toward meeting course or degree requirements as usually evidenced by repeated
academic probation or course as specified below. Specific causes for academic dismissal
include:

1 . two D or F grades earned in Nursing Concepts courses

2. a cumulative grade point average of 1 .959 or lower

3. successive semesters of academic probation

4. academic dishonesty

5. an academic record reflecting other unsatisfactory progress in meeting degree re-
quirements

Reinstatement: Students who withdraw in good academic standing can apply for reinstate-
ment through the Admissions Committee. A student who was academically dismissed, or
who withdrew in poor academic standing, must request reinstatement to degree candidacy
from the Committee on Academic Progression. Such written requests are made to the Di-
rector of Admissions and Academic Progressions. Although such requests are considered
individually, the following guidelines are followed:

1. General admission policies of the University and the School prevail (e.g. space
available. University rules and regulations, etc.)

2. Students may be reinstated only once.

3. A current physical examination by the Student Health Service is required as a condi-
tion of reinstatement.

4. The student's academic record and academic standing upon dismissal are consid-
ered.

5. Academic requirements for reinstatement will be specified and will include, if ap-
propriate, a mastery examination in NURS 320.

6. The student's potential for successful completion of the program is evaluated.

7. Appropriate malpractice insurance is required at the time of reinstatement.

Deadline dates for requesting reinstatement:

1st Monday of November for winter session and spring semester. First Monday of
April for reinstatement for summer and fall semesters.

Notification of decision as to reinstatement may be delayed until information on space
constraints is available.

Policy Relating to Plagiarism, Cheating and
Other Academic Irregularities

In cases involving charges of academic irregularities or dishonesty in an examination,
class work or course requirements by a student, a faculty member or another student shall
report to the appropriate Chairperson any information received and the facts within his
knowledge. Examples of academic irregularities or dishonesty include acts such as plagia-

rism. cheating, misrepresenting someone else's work as one's own work, falsification of
credentials, revealing contents of an examination to anyone who has not yet taken the
exam, failure to report infractions. and any other academic — related behaviors that are dis-
respectful of the rights of individuals, the policies of the School of Nursing and the Uni-
versity or the professional standards of conduct.

After having considered evidence submitted by student and faculty, if the Chairperson de-
termines that an infraction has occurred, (s) he shall determine the appropriate discipli-
nary action. If the student is dissatisfied with the decision, (s) he may appeal to the Asso-
ciate Dean for Undergraduate Studies, and if necessary, to the Dean. School of Nursing.

Possible penalities for violations of this policy include: being placed on probation, assign-
ing a failing grade for the course, suspension, expulsion, and others.

Dismissal of Delinquent Students

The School reserves the right to request the withdrawal of students who do not maintain
the required standing of scholarship, or whose continuance in the School would be detri-
mental to their health, or to the health of others, or whose conduct is not satisfactory to
the authorities of the School. It is a general expectation that students will abide by rules
and regulations established by the University. Violation of University regulations may
result in disciplinary measures being imposed.

Withdrawal From the School

Should a student desire or be compelled to withdraw from the School at any time, he
must:

1. write a brief letter to the Director of Admissions and Academic Progressions ex-
plaining the reason for withdrawal:

2. secure a withdrawal form with appropriate signatures from the Director of Admis-
sions and Academic Progressions;

3. submit the signed withdrawal form to the Office of Admissions and Registrations.

The staff of the Office of Admissions and Academic Progressions will notify the instruc-
tors of the withdrawal.

The date used in computing refunds is the date the application for withdrawal is filed with
the Registrar. Office of Admissions and Registrations.

Fall
Semester*

Spring
Semester

TOTAL

15.00

—

15.00

335.00
1215.00

670.00
2430.00

30.00

60.00

6.00

12.00

21.00

42.00

10.50

21.00

10.00

20.00

4.00

8.00

Financial Information (Undergraduate) Fees

The information given below is minimal and reflects fees and other expenses for the
1979-80 academic year.

University of Maryland at Baltimore Upper Division
(Junior-Senior)

Matriculation (new students only)

*Tuition-Fixed Charges Fee

In-State

Out-of-State

Part-time Undergraduate per

credit - 8 credits or less 38.00 38.00

Supporting Facilities Fee (Full-time) 30.00

(Part-time) 6.00

Instructional Resources Fee (Full-time) 21.00

(Part-time) 10.50

Student Health Fee (Full-time) 10.00

(Part-time) 4.00

Student Activities Fee (Full & Part-time) . . . 5.00 5.00 10.00

**Health Insurance

One Person 105.96

Two Persons 197.76

Family 264.24

Malpractice Insurance Fee 12.50 — 12.50

Dormitory Fee - Single Occupancy 532.50 532.50 1065.00

Double Occupancy 480.50 480.50 961.00

Diploma Fee (Seniors) 15.00

Late Registration Fee 20.00 20.00

Change Fee 5.00 5.00

*A $50.00 nonrefundable deposit is required at the time of the student's acceptance for
admission. The amount will be applied to the fall tuition fee.

** Health Insurance (the University plan or equivalent insurance) is required of all
full — time students. Students with equivalent insurance coverage must provide proof of
such coverage at registration.

t Includes Winter Sessions.

105.96

211.92

197.76

395.52

264.24

528.48

Explanation of Fees:

Registration Fee: All students are expected to complete registration, including the filing
of class cards and payment of bills, on the regularly scheduled registration days. Those
who do not complete registration during the prescribed days must pay a late registration
fee of $20.00.

Students on the Baltimore campus receive registration instructions from the Office of the
Registrar.

Tuition — Fixed Charges Fee: helps defray the cost of operating the University's pro-
grams.

Instructional Resources Fee: represents a charge for instructional materials and/or labora-
tory supplies furnished for and to students.

Student Activities Fee: collected by the University and used at the discretion of the var-
ious student government associations to provide financial support for recreational, social
and professional activities.

Student Health Fee: charged to help defray the cost of providing a Student Health Serv-
ice. This service includes routine examinations and emergency care. Blue Cross or other
acceptable medical insurance is also required.

Supporting Facilities Fee: payable by all students on the University of Maryland at Balti-
more campus and is used to support the auxiliary facilities and service provided for the
convenience of all students.

Diploma Fee: charged to help defray costs involved with graduation and commencement.

Malpractice Insurance Fee: charged at registration and is applicable to all undergraduate
nursing students.

Additional expenses include the purchase of uniforms (approximate cost — $120.00) and
the recommended purchase of a stethoscope at approximately $25.00.

No diploma, certificate, or transcript will be issued to a student until all financial obliga-
tions to the University have been satisfied.

The University reserves the right to make such changes in fees and other changes as may
be necessary.

Registration

The initial registration at the School of Nursing must be done in person, and according to
registration dates and procedures provided by the UMAB Office of Admissions and Reg-
istrations.

Students may preregister for subsequent semesters through the School of Nursing's Office
of Admissions and Progressions and pay their bill by mail.

After classes begin, students who wish to terminate their registration must follow the
withdrawal procedures and are liable for charges applicable at the time of withdrawal.

Students who are out of course sequence with their classmates must confer with the Di-
rector of Admissions and Progressions and develop, if appropriate, an individual progres-
sion pattern to be followed.

Students who fail to register during official registration periods must utilize late registra-
tion dates published by the Office of Admissions and Registrations and pay a late fee of
$20.00 together with a $5.00 fee for each change in program. Privileges of the University
are available only after registration has been completed.

Records

Transcripts — All financial obligations to the University must be satisfied before a tran-

script of a student's record will be furnished any student or alumnus. There is a charge ol
$2.00 for each transcript. Checks should be made payable to the University of Maryland.
Transcripts may be obtained by writing to the Office of the Registrar. University of Mary-
land, 660 West Redwood Street. Baltimore, Maryland 21201.

Review of Records — All records, including academic records from other institutions,
become part of the official file and can neither be returned nor duplicated. Provisions are
made for students to review their records if they desire. A request to review one's record
should be made a week in advance through the Office of Admissions and Progressions.

Financial Aid Overview

Financial aid in the form of grants, loans, and workprograms is awarded to students and
is based upon apparent academic ability and financial need. Applicants must complete a
financial aid application annually in the spring preceding the academic year for which aid
is sought. By completing one application, the applicant will be considered for all types of
aid available through the University. Separate applications must be completed to be con-
sidered for funding from sources outside the University. Because of limitations in availa-
ble funds, preference is given to full — time students.

Recipients of financial aid are expected to make satisfactory progress toward attainment
of a degree and to abide by all academic and non — academic regulations of the Univer-
sity. In the case of new students, applicants must have been accepted for admission to the
University before the financial aid application will be awarded.

Priority date for submitting application for the following academic year is February 15.
Requests for information about, and applications for. financial aid should be addressed to:

Student Financial Aid
University of Maryland. Baltimore
520 West Lombard Street
Baltimore. Maryland 21201

Sources of Aid for Baccalaureate Students

University Sources

State Grant — Grants for minority and disadvantaged students who are residents of Mary-
land.

Dean's Scholarship — Grants for minority and disadvantaged students who need not be
residents of Maryland.

Nurse Training Act Scholarships and Loans — Scholarships to a maximum of $2,000 an-
nually and loans to a maximum of $2,500 annually. Loans are at seven percent annual in-
terest with principal and interest payments beginning nine months after graduation: defer-
ment and cancellation provisions are available.

College Work-Study — Support for students in career related employment both on and off
campus during the academic year as well as the summer months.

Supplemental Educational Opportunity Grants — For students demonstrating exceptional
need.

Private Endowment and Donations — Donations and bequests have established scholar-
ship and loan accounts each varying in eligibility, amounts, availability, and repayment
terms for loans.

Pi Chapter of Sigma Theta Tau — The national honor society for nursing offers a $300
scholarship to a senior nursing student each year. Eligibility requirements are the same as
those established for membership in Sigma Theta Tau. Applications may be obtained
from the Office of Student Aid. Baltimore campus. The deadline for application is Sep-
tember 15.

Desecration Grants — Minority students who are Maryland residents are eligible for
these funds. Desegregation grants normally will be used to reduce the amount of loan in-
cluded in the financial aid award.

Air Force Reserve Officers Training Corps (AFROTC) — Two year nursing scholarships
are awarded to applicants accepted into the ROTC program and the upper division nursing
program. The scholarship includes books and tuition plus $100 dollars a month, or ap-
proximately $1,000 a year. Applicants must enroll in the ROTC course at the University
of Maryland, College Park, Maryland. See the junior or senior Chairperson about avail-
ability of placement on the Washington — based team to reduce commuting problems. For
further information, contact Detachment 330. University of Maryland, phone 301 — 454-
3245/42.

Non-University Sources

Maryland State Scholarship Board — Residents of Maryland may apply for aid through
each of the following programs:

House of Delegates Scholarships
Senatorial Scholarships
General State Scholarships

Further information may be obtained from the Maryland State Scholarship Board, 2100
Guilford Avenue, Baltimore, Maryland 21218.

Bank Loans — Students may obtain educational loans through private lending institutions
such as banks or credit unions. Interest at 7 per cent is deferred until after graduation. As
lenders have limited funds for this program, students are encouraged to contact their lend-
ing institutions at the earliest possible date.

The Maryland Higher Education Loan Corporation (MHELC) Program permits graduates
to borrow up to $5,000 annually, undergraduates may borrow up to $2,500 annually.
MHELC applications are available in the Student Aid Office.

Student Services

Academic Counseling: The School of Nursing maintains a system of academic counseling
that is course related, provided by faculty and faculty teams. Academic counseling that
involves the progression of students in the program is provided by the School's Office of
Admissions and Academic Progressions. Additionally, there are special counselors who
provide academic assistance in test — taking, study skills and the writing of papers. These
counselors may be contacted through the Office of Student Development Services at the
School of Nursing.

Personal Counseling: Students experiencing personal difficulties may seek assistance
through the Office for Student Development Services.

Health Service: Health insurance is required of all full-time nursing students through
either the University plan or self procured equivalent coverage. Additionally, a required
student health fee makes services available at the Student Health Center during the school
year as well as the required physical examinations for students of nursing.

Student Government Association: All undergraduate students are members of the Student
Government Association which provides governance as well as activities for students.

Academic Handbook: The school publishes an Academic Handbook for undergraduate
students which outlines academic policies applicable to students pursuing the B.S.N, de-
gree.

Living Arrangements — UMAB Campus

Information and applications for living accommodations on the Baltimore campus may be
obtained from the Director of Housing. University of Maryland. Baltimore Student Un-
ion, 621 W. Lombard Street. Baltimore. Maryland 21201. Because of space limitations,
early application is advisable. Male and female students enrolled on the Baltimore
campus may arrange for living accommodations in the Baltimore Student Union. Board
contracts are not available on the Baltimore campus; meals may be purchased on an indi-
vidual basis in the Baltimore Student Union or University of Maryland Hospital cafete-
rias. Off-campus housing information is available through the housing office.

Scholastic and Special Awards for Baccalaureate Graduates

1 . The Edwin and L. M. Zimmerman Award is given by The Trustees of the Endow-
ment Fund for the University of Maryland School of Nursing to the member of the
graduating class who consistently demonstrates a high level of professional nursing
practice in caring for patients.

2. The Frances Arnold Memorial Award is given by the Women's Auxiliary to the
member of the graduating class who has shown the most interest, enthusiasm and
proficiency in neurosurgical nursing.

3. The Award for Excellence in Neurological Nursing is given by the Department of
Neurology in the School of Medicine to the member of the graduating class who
excells in neurological nursing.

4. The Evelyn Lundeen Award for Excellence in Pediatric Premature Care is given
by the Department of Pediatrics in the School of Medicine to the member of the
graduating class who excells in premature pediatric care.

5. The Loretta Ford Award for Excellence in Pediatric Ambulatory Care is given by
the Department of Pediatrics in the School of Medicine to the student in the gradu-
ating class who excells in pediatric ambulatory care.

6. The Flora Hoffman Tarum Memorial Award is given from the Endowment Fund to
a member of the graduating class for leadership, loyalty and school spirit.

7. The Elizabeth Collins Lee Award is given from the Endowment Fund to the student
having the second highest average in scholarship.

8. The University of Maryland Alumni Association Award is given to the graduate
with the highest average in scholarship.

9. The University of Maryland Alumni Association Award for leadership in a Campus
Organization is given to one member of the graduation class.

10. The R.N. Faculty Award is given by the R.N. faculty to one R.N. graduating stu-
dent who is outstanding in professional leadership.

Employment Opportunities upon Graduation

Baccalaureate graduates of the University of Maryland School of Nursing have many ca-
reer opportunities available to them. Graduates may choose to practice nursing in a hospital
or outpatient clinic, an extended care facility, or a variety of community agencies includ-
ing schools, industries, and physicians' offices. In addition, graduates who have a bacca-
laureate degree may choose a career in civil service, the military, or the Veteran's Ad-
ministration. A survey of 1978 graduates showed that 98 percent were employed:
nonemployment was the choice of the graduate. Salaries for generic graduates range from
$13,400 to $14,400. The graduate who earns a baccalaureate degree as a Registered
Nurse is usually paid at a higher rate due to prior experience in nursing.

Eligibility for State Licensure

Graduates of the program are eligible for admission to the examination given by the
Maryland State Board of Examiners of Nurses (or by any other state board) for licensure
to practice nursing. Application is generally submitted prior to the date of graduation.
Students interested in applying for admission to the University of Maryland School of
Nursing should be aware of Maryland's Nurse Practice Act, Article 43, Section 299
which authorizes the Board to withhold, deny, revoke, suspend or refuse to renew the li-
cense of a nurse or applicant for a variety of reasons including conviction of a crime in-
volving moral turpitude if nature of the offense bears directly on the fitness of the person
to practice nursing or violation of any provision of the Nurse Practice Act.

Course Descriptions
Baccalaureate Program

Upper Division (Junior-Senior)
Curriculum

NURS 310 Pathophysiology and its Pharmacological Implications (4) Spring
Semester, junior year. This four — credit lecture, non — laboratory course is designed for
students having prerequisite course work in human anatomy and physiology. Disease is
presented as an alteration of form, structure or function, often not visible until it affects

organ or organism function. Pharmacological interventions, emphasizing properties,
actions, therapeutic uses and adverse effects of drugs upon the system are presented con-
currently as diseases are described.

NURS 314 Concepts Of Nursing I (9) Fall semester, junior year. The focus of the
course is on man as a behavioral system, the concept of health and the role of profes-
sional nursing in helping clients maintain and/or promote health. Emphasis is placed on
the assessment component of the nursing process. Clinical laboratory experience will be
primarily in community — based settings.

NURS 315 Concepts of Nursing II (9) Spring semester, junior year. Prerequisites:
NURS 314, NURS 316, NURS 317, NURS 320. A study of adults and children who are
experiencing biopsychosocial disruptions which are long-term and relatively stable, with a
focus on nursing interventions which assist the clients to move toward optimum level of
functioning. The mutual interaction between family and client is explored. Laboratory ex-
perience will include inpatient and community-based settings. (If NURS 320 is not taken
in the winter session preceding NURS 315, the student must pass a mastery test related to
dosage calculations within the first two weeks of the course).

NURS 316 Human Growth and Development (3) Fall semester, junior year. Pre —
requisites: Sociology, Psychology, Anatomy and Physiology. Concepts from the bio —
logical and behavioral sciences are used to give the student a framework from which to
view an individual from conception to late adulthood with his unique heredity, rates of
growth and development and individual experiences that shape his relations to his world.

NURS 317 Deviations in Human Growth and Development (2) Winter session,
junior year. Prerequisite: NURS 316. Knowledge of normal growth and development as
requisite, this focuses on deviations in development which are disruptive to optimal
growth. Specific deviations include learning disabilities and mental retardation. Provision
for clinical application of learning is an integral part of Concepts of Nursing II since stu-
dents interact with clients exhibiting deviations in their developmental patterns.

*NURS 318 Special Topics— Electives in Health Related Courses (3) Fall se-
mester, junior year. Designed to provide course offerings in current health — related
topics which include Communication Skills in Health Education, Nutrition for Health Per-
sonnel, Sex Education, Death Education, and Principles of Cross — Cultural Nursing.

NURS 320 Introduction to the Administration of Medications and Basic Life
Support (1) Junior year, winter session. Prerequisite: NURS 3 14. An introduction to the
theory and practice of medication administration and basic life support. Professional and
legal responsibilities as well as various modes of medication administration will be ex-
plored. Participant — observer experiences will be provided.

NURS 321 Introduction to Organizational Behavior (3) Fall, spring semesters,
junior year. This course focuses on the social and psychological processes of organization
in modern society. The course provides a foundation which contributes to the student's
ability to demonstrate responsible organizational behavior in meeting professional goals
within health care agencies.

NURS 322 Nursing in Society (3) Fall, spring semester, senior year. This course pro-
vides an opportunity for students to study the multiple factors which have contributed to
the emergence of professional nursing. The profession is studied in relation to and as an
integral part of the changes in our society. Significant issues confronting the profession
are identified. Upon completion of this course the student should demonstrate a better un-
derstanding of the profession of nursing in its present state of growth, an awareness of its
potential and direction, and cognizance of each nurse's own responsibility in its develop-
ment.

NURS 324 Concepts of Nursing III A (9) Fall, spring semester, senior year. Prereq-
uisites: NURS 3 15, NURS 320, NURS 310, NURS 321. The focus of this course is on
clients experiencing biopsychosocial disruptions who are hospitalized and experiencing

more intense stress states. All components of the nursing process are utilized with the cli-
ent. Community data are viewed as inputs to the family system. Organizational and group
behaviors are related to the health team in inpatient settings.

NURS 325 Concepts of Nursing III B(9) Fall, spring semester, senior year. Prerequi-
sites: NURS 315. NURS 320. NURS 310. NURS 321. The focus of this course is on cli-
ents experiencing biopsychosocial disruptions with emphasis on clients experiencing vary-
ing stress states who are maintained through ambulatory services and community — based
agencies. All components of the nursing process are utilized. Student interventions in-
clude the assessment of the family and intervention with one or more family members.
Organization and group behaviors are applied in peer group experience with nursing stu-
dents.

NURS 326 Clinical Nursing Elective (3) Senior year. Prerequisites: NURS 324,
NURS 325. NURS 334. or NURS 335. Designed to offer the student an opportunity to
select and study an area of particular interest in clinical nursing. Distributive and episodic
nursing practice settings serve as clinical laboratories for learning. Senior students may
elect to take NURS 326 off — campus under faculty mentorship.

NURS 334 Concepts Of Nursing IV A (9) Fall semester, senior year. This course is
designed to assist the registered nurse student to synthesize previous knowledge with ad-
vanced theoretical concepts in relation to man. his primary groups and his environment.
Emphasis will be placed on the application of concepts of systems theory, health, stress,
communication, family and group theory to nursing process. Specific clincial experiences
are provided with clients experiencing varying stress states.

NURS 335 Concepts Of Nursing IV B (9) Spring semester, senior year. Prerequi-
sites: NURS 321. NURS 334. NURS 410. This course is designed to ass'ist the registered
nurse student to synthesize previous knowledge with advanced theoretical concepts in re-
lation to man. his primary groups, and his environment. Emphasis will be placed on the
application of concepts of crisis, decision making, planned change, teaching/ learning,
family and community. Specific clinical experiences are provided with clients experienc-
ing varying stress states.

NURS 348 Electives, Workshops, Seminars, and Institutes (1—6) Designed to
provide participation in workshops, institutes and seminars in various aspects of nursing.
Faculty reserve the right to place a limit on the number of credits a student may take in
workshops, institutes and seminar study.

NURS 410 Survey of Research and Statistics (3) Prerequisite NURS 3 14. 315 or
by permission of instructor. Fall, spring semester, senior year. In the context of the total
research process, the basic elements of research, including defining the research question,
literature search, sampling research design, measurement and data gathering, statistical
analysis, and interpretation of results are presented and their interdependence stressed. In-
ferential statistics include chi square, ordinal data methods, correlation, multiple regres-
sion, t test, f test, analysis of variance (one way and factorial), and analysis of covari-
ance. Application and interpretation rather than theory or mathematical derivation are
emphasized. Evaluation of measurement tools in terms of item analysis, reliability, and
validity is presented. Student research teams critique a research project report in the liter-
ature and develop a research proposal which includes a pilot test of the proposed study.
Prerequisite: senior standing or consent of instructor.

*NURS 418 Special Topics— Electives in Health— Related Courses (3) Fall,
spring semester, senior year. Designed to provide course offerings in current health -
related topics which include: Issues in Health Services Organizations, Alcohol and Drug
Abuse, Community Nutrition. Intimate Behavior, and Law and Health. An independent
study component is part of the design for each offering. Students also have the opportu-
nity to elect independent study for three credits under the direction of a faculty member.

*A limit of three credits in a NURS 318 offering and in a NURS 418 offering is accept-
able toward the total of 120 credit matriculation for completion of degree requirements.

GRADUATE PROGRAMS

Master of Science Degree
Doctor of Philosophy Degree

Master of Science Degree Areas of Concentration (Majors)

Clinical

Child Psychiatric Nursing

Community Health Nursing

General Psychiatric Nursing

Gerontological Nursing

Maternal and Child Health Nursing

Medical-Surgical Nursing

Primary Care Nursing (Adult and Pediatric)

Role

Administration of Nursing Education

Administration of Nursing Service

Teaching of Nursing — Associate Degree Programs

Teaching of Nursing — Baccalaureate Degree Programs

Teaching of Nursing — Staff Development

Nursing Health Policy

Doctor of Philosophy Degree Areas of Concentration
Direct Nursing Indirect Nursing

Overview

The master's and doctoral degree programs for nurses at the University of Maryland are
the only graduate programs in the state. Approximately 125 masters degrees are awarded
each year thus making it one of the largest programs in the nation. While the programs
are offered in the School of Nursing, they are part of the Graduate School of the Univer-
sity of Maryland at Baltimore; therefore, are subject to the requirements of both schools.
The master's degree curriculum has undergone substantive revision with the new curricu-
lum fully implemented in the fall semester, 1976. The program is three semesters and a
minimester in length except for Primary Care Nursing which is four semesters and Geron-
tological Nursing which is three semesters and one summer session.

Congruent with the changing needs of society, the master's degree offers a number of
specialty options to students. Students are required to develop competence in a special-
ized clinical area, and opportunity is provided to concentrate (major) in either the clinical
or the role area depending on specific career goals and previous preparation. The
student's secondary interest (minor) is selected in the opposite area so that every graduate
is prepared in both a clinical and a role area.

The doctoral program in nursing is designed to meet the educational needs of nurses who
have developed specialized clinical expertise at the master's level and are committed to
playing a leadership role in the discovery and refinement of nursing knowledge through
research. The curriculum includes a core of required courses which address the theoretical
and empirical bases for nursing and the techniques of theory building and research. The
program is designed with sufficient flexibility to allow students to pursue in depth their
individual research interests and career goals within a research-oriented milieu.

Students specialize in either the direct or the indirect sphere of nursing. Those specializ-
ing in direct nursing focus on study of the health needs of clients/patients and of nursing
action provided directly to clients in a variety of settings. Those specializing in the indi-
rect nursing focus on the study of nursing systems and educational and administrative
nursing action which facilitates and supports clinical nursing practice.

Graduate education fosters the responsibility, creativity, and self-direction which charac-
terize professional commitment and enhances a continuing desire to learn and grow. The
graduate student is viewed as a partner in the teacher-learner dyad; receives stimulation
and support for scholarly pursuits; is given the freedom to think and try out new ideas;

and has the opportunity to apply knowledge and develop new skills. The opportunity to
articulate beliefs, ideas and formulations is gained through interaction with faculty and
other members of the academic community.

Refer to the General Information and Resources section of this bulletin for additional in-
formation.

Elaboration of the Philosophy: Graduate Program

The graduate program of the School of Nursing derives its purposes directly from the un-
derlying philosophy which is shared by the faculty. Tenets of the philosophy held by
graduate faculty of the School of Nursing provide a foundation for the conceptual frame-
work upon which the masters degree curriculum is based. This conceptual framework an-
alyzes the unit (the individual, family or community) in terms of three interrelated expres-
sions of health — physical, cognitive and personal. The physical expression refers to the
unit's structural and functional endowment and integrity. The cognitive expression ad-
dresses the capacity of the individual to receive, to perceive and to organize information.
The personal expression is concerned with the affective relationships of the unit. The rela-
tionships between the expressions are complex and vary at different points in time. The
expressions lend themselves to assessment, quantification and regulation. The interven-
tion phase of the nursing process depends on the relationships between and the pattern of
the expressions of health. Evaluation of nursing intervention is achieved through exami-
nation of the resulting state of health of the unit.

Graduate education in nursing is built upon and extends a knowledge base acquired in a
baccalaureate degree program in nursing and is derived from the humanities and the phys-
ical, biological and behavioral sciences. Each student brings to graduate education a
unique combination of experience and capabilities, and the learning environment facili-
tates the establishment and attainment of professional objectives throughout the educa-
tional experience. The dynamic interchange between faculty and students results in a
commitment to and involvement in the development of nursing knowledge and the refine-
ment of nursing theory. Recognizing that the growth process in the student is continuous
and that the health needs of society change, the graduate program is flexible and dy-
namic.

Purposes and Objectives of the Graduate Programs

Master's Degree Program

The program objectives are formulated on the assumption that graduate education builds
upon undergraduate education. Graduate education is an intensive and analytic expansion
of knowledge, enabling the perception and development of new and more complex rela-
tionships that affect nursing. Graduate education provides further opportunity for the stu-
dent to think conceptually and to apply theory and research to practice.

The purposes of the master's degree program are to prepare nurses:

1 . with expertise in a clinical field of nursing;

2. to function in one of the following areas: administration, education, clinical special-
ization;

3. for leadership roles;

4. for entry into doctoral study.

The objectives of the master's degree program are to prepare graduates who:

1. utilize a nursing theoretical framework as a basis for professional nursing practice;

2. generate innovative nursing actions based on theories in nursing and related fields
and evaluate nursing actions of self and others;

3. incorporate organizational theories and learning theories in the practice of one of the
following roles: administration, education, clinical specialization;

4. collaborate with health care providers and consumers to achieve shared health care
goals;

5. use theory in nursing and related fields and observations in practice to generate hy-
potheses and conduct nursing research studies;

6. analyze factors influencing the health care system and devise strategies for improv-
ing delivery of health care.

In addition to the knowledge and practice components of the objectives listed above, it is
recognized that the behavior of graduates should reflect an internally consistent value sys-
tem. It is expected that graduates will value scientific inquiry as a basis for professional
practice and will seek to increase their contributions to the nursing profession.

Doctoral Degree Program

The purpose of the Ph.D. program in nursing is to prepare scholars and researchers who
will advance nursing science, thereby making more effective the practice of nursing, and
who will provide innovative leadership to the profession. The program will prepare grad-
uates who:

1 ) Construct, test and evaluate conceptual models and nursing theories which reflect
synthesis, reorganization and expansion of knowledge from nursing and related dis-
ciplines;

2) Evaluate and apply appropriate research designs, measures and statistics to the study
of nursing phenomena;

3) Conceptualize practice phenomena from the perspective of nursing frameworks and
theory;

4) Design, conduct and communicate research relevant to nursing practice;

5) Faciliatate the incorporation of new knowledge into nursing practice;

6) Initiate, facilitate and participate in collaborative endeavors related to the theoreti-
cal, conceptual and practical aspects of health care with clients, nurses and scholars
from related disciplines.

Curriculum: Master of Science Degree

The nursing program leading to a Master of Science degree is three semesters and a mini-
mester in length and requires the completion of 41-45 credits. The two exceptions are the
Primary Care Nursing specialties requiring 54 credits and four semesters.

Starting on the first day of matriculation, a time limit of a maximum of five years is al-
lowed for the completion of graduate degree requirements. This applies to part-time and
full-time students.

Areas of Concentration

Bach student selects a clinical practice area and a functional role area. The student then
chooses either one of these as the area of concentration (major).

The student selects one area of concentration (major) from the following:

Administration
Child Psychiatric Nursing
Community Health Nursing
Education

General Psychiatric Nursing
Gerontological Nursing

Maternal and Child Health Nursing (Nursing of Children or Maternal-
Infant Nursing)
Medical-Surgical Nursing
Nursing Health Policy
Primary Care Nursing (Adult or Pediatric)

For those choosing to major in administration, education or nursing health policy, a
clinical practice area must also be selected from one of the following:

Community Health Nursing
Maternal and Child Health Nursing
Medical-Surgical Nursing

Psychiatric Nursing or Child Psychiatric Nursing
In addition, all students select a functional role track from one of the following:

Administration of Nursing Service
Administration of Nursing Education
Teaching in Associate Degree Program
Teaching in Baccalaureate Degree Program
Teaching in Staff Development
Clinical Nurse Specialization
Nursing Health Policy

Curriculum Design

In summary, the curriculum design contains the following components:

1 . Core courses required of all graduate students regardless of the area of concentra-
tion.

2. Clinical courses required of students in their chosen clinical area (i.e.. Community
Health. Gerontological. Psychiatric. Child Psychiatric. Medical-Surgical. Maternal
and Child or Primary Care Nursing). All students take a designated number of these
courses regardless of whether their area of concentration is in clinical practice or
role specialization.

3. Functional role track courses required of students in their chosen functional role
(i.e.. Administration in Nursing Service. Administration in Nursing Education,
Teaching in A.D. Program. Teaching in B.S. Program, Teaching in Staff Develop-
ment. Clinical Nurse Specialization and Nursing Health Policy). All students take a
designated number of these courses regardless of their area of concentration.

4. Research courses required of all graduate nursing students.

5. Support courses vary according to the student's area of concentration. These might
include non-nursing courses.

Summary of Design

General Plan:

Core 10 credits

Clinical 6 credits

Role 6 credits

Support 8-12 credits

Research 5 credits

Thesis/Electives 6 credits

Total 41-45 credits

Primary Care Nursing:

Core 10 credits

Clinical 15 credits

Role 6 credits

Support 9 credits

Research 5 credits

Thesis/Electives 6 credits

Elective-Role Prerequisite. . 3 credits

Total 54 credits

Gerontological Nursing:

Core 10 credits

Clinical 6 credits

Role 6 credits

Support 11-12 credits

Research 5 credits

Thesis/Electives 6 credits

Total 44-45 credits

(includes 6 credits for second clinical area)

Thesis/Non-Thesis Option

A student may elect either a thesis or a non-thesis option, depending on the nature of the
problem she/he wishes to investigate and her/his career goals; six credits are earned for
either option. In addition, all students must successfully pass a written comprehensive ex-
amination.

Thesis: Under the guidance of a committee, the student designs, implements evaluates

and orally defends a research project.
Non-Thesis: Under the guidance of the adviser, the student takes six credits of elec-
tives and submits one scholarly seminar paper.

Curriculum: Doctor of Philosophy Degree

The program of study leading to the Doctor of Philosophy degree includes a minimum of
60 semester credits beyond the master's degree. The curriculum design includes a re-
quired core of nursing courses which incorporate study of Man, study of nursing action,
study of the environments in which nursing is practiced and study of the principles and
methods of scientific inquiry. Throughout the required core courses an integrative focus is
maintained whereby theoretical and methodological approaches of the biophysical and be-
havioral-social sciences are selectively applied from the perspective of nursing.

Within the core courses opportunity is provided for students to build upon their educa-
tional and experiential backgrounds through a variety of individually selected learning ex-
periences. Elective courses provide additional flexibility to plan a course of study sup-
portive to individual research interests and career goals.

The program design allows students to specialize in either the direct or the indirect sphere
of nursing. Depth of knowledge in the specialty area is developed through required course
work and related clinical laboratory experience, selection of supportive electives, inde-
pendent study and the dissertation research.

The program design incorporates four major components, totalling 60 credits, as detailed
below.

Nursing Theory 14 credits

This component addresses the theoretical basis for nursing practice and the analysis and
development of nursing theory. Included are the study and development of key concepts
in nursing, the selection and integration of knowledge from nursing and other disciplines,
and the study of techniques for constructing nursing theory using both inductive and de-
ductive approaches. A highly individualized clinical laboratory experience provides the
opportunity to pursue theoretical aspects of specialized areas of nursing selected by the
student.

Research and Statistics 16 credits

This component addresses the techniques of measurement, design, advanced data analysis
and evaluation essential to the conduct of nursing research. Students apply these tech-
niques in developing measurement tools and conducting research projects specific to their
own interests. Opportunity is provided for each student to work closely with a faculty
member engaged in an ongoing research project.

Elective Courses 18 credits

This component allows each student to pursue an individualized plan of study supportive
to his/her research interests and career goals. A portion of the elective courses are chosen
from basic sciences which contribute to the development of nursing knowledge through
their theoretical and methodological approaches.

Dissertation Research 12 credits

Each student must complete an independent original research project to be communicated
in a written dissertation. The research must address questions of significance to the disci-
pline of nursing.

Summary of Design:

Nursing Theory (required core courses) 14 credits

Nursing research & statistics (required core courses) 16 credits

Electives 18 credits

Dissertation Research 12 credits

Total 60 credits

In addition to the course requirements, each student must successfully complete the pre-
liminary, comprehensive and final oral examinations. The written preliminary examina-
tion, which is taken upon completion of two semesters of full-time study (or the equiva-
lent), tests knowledge in the areas of general nursing theory, analysis and construction of
nursing theory, measurement, research design and statistics. The comprehensive examina-
tion is taken upon completion of all required nursing courses and a minimum of 42 credit
hours of course work. The examination has written and oral components and is an inte-
grative experience which allows evaluation of the student's mastery of the chosen area of
specialization and of advanced nursing theory and research. The final oral examination is
an oral defense of the completed dissertation.

In accord with Graduate School policy, the student must be admitted to candidacy for the
degree of Doctor of Philosophy at least one year prior to graduation. The student may ap-
ply for admission to candidacy for the doctoral degree following successful completion
(with a grade point average of 3.0 or above) of at least 42 credits of course work, includ-
ing all required courses; and successful completion of preliminary and comprehensive ex-
aminations.

Resources

Additional resources are available through the offerings of other schools of the health pro-
fessions. Non-nursing courses also may be taken on the College Park campus, at the Uni-
versity of Maryland Baltimore County (UMBO campus or through University College on
the Baltimore campus.

In addition to the Health Sciences Library, the students have access to the Enoch Pratt
Free Library of Baltimore, the Library of Congress in Washington, and the National Li-
brary of Medicine in Bethesda. Maryland. (See General Information, Instructional Facili-
ties and Resources Section: Instructional Media Center and the Center for Research and
Evaluation.)

Admission

Admission to graduate study at the University of Maryland is the exclusive responsibility
of the Graduate School and the Dean for Graduate Studies and Research. Applications to
the graduate program in nursing are reviewed by faculty in the student's area of concen-
tration and by the School of Nursing Graduate Committee on Admissions, Progression
and Graduation. Recommendations for acceptance are then made by the Committee to the
Dean for Graduate Studies and Research.

Any student who wishes to attend the School of Nursing must apply for admission, sub-
mit required credentials, and be accepted for matriculation. Consideration is given to aca-
demic work completed in other schools. Personal references are required.

After an applicant has been accepted, a faculty adviser is assigned. The adviser and the
student plan a program of study leading to the degree. Course credits are officially ac-
cepted for the degree only after the student has matriculated in the School of Nursing.

Senior students in their final semester of work toward a bachelor's degree may be offered
provisional admission to the master's degree program pending the receipt of a supplemen-
tary transcript recording the satisfactory completion of undergraduate course work and the
awarding of the degree. Likewise students in the final semester of a master's degree pro-
gram may be offered provisional admission to the doctoral program pending receipt of fi-
nal transcripts indicating completion of the degree. Completed records of all previous
work must be received within three months following the completion of such study and
the awarding of the degree.

The student must matriculate within 12 months after notification of admission acceptance.
If the student does not acknowledge the acceptance, a new application must be submitted
for future enrollment.

Admission Requirements

The student's previous academic work, personal qualifications and professional experi-
ence are evaluated to determine if prerequisites have been met. Prerequisite courses do
not carry credit toward the master's degree.

For admission, the applicant must meet the requirements of both the Graduate School and
the nursing program. The nursing program requirements for the master's degree program
are:

1 . a baccalaureate degree with an upper division nursing major from an NLN accred-
ited program;

2. satisfactory completion of a course in elementary statistics;

3. a photocopy of current licensure for the practice of nursing in one state;

4. official scores on the Graduate Record Examination (aptitude portion) and the
Miller Analogies Test (allow 6-8 weeks for receipt of test scores);

5. undergraduate grade point average (GPA) of 3.0 on a 4.0 point scale. If GPA is be-
tween 2.75 and 3.0, provisional acceptance may be considered if the candidate
demonstrates graduate study potential by other means;

6. evidence of personal and professional qualifications from three professional individ-
uals familiar with applicant's academic ability, work experience, professional nurs-

ing contributions and potential to achieve in Graduate School. Suggested sources for
recommendations include nurse educators, nurse administrators and colleagues from
other disciplines who have worked with the applicant. Two of the references must
be from nurses;

7. personal interviews are required for Primary Care Nursing and are encouraged by all
specialty areas;

8. two years of full-time clinical experience are required for Primary Care; one year of
full-time clinical experience is required for Community Health as a secondary area
of concentration, one year of experience in a maternity or pediatric setting is re-
quired for Maternal and Child Health Nursing, and one year of clinical experience
in a psychiatric setting is required for Psychiatric Nursing.

9. one year of full-time clinical experience is required for students wishing to major in
the administrative or teaching area. (Applicants with somewhat less experience may
be accepted as part-time students if full-time work experience is being pursued.)

The Nursing Program requirements for the Doctoral Degree Program are:

1 . A master's degree with a major in nursing from a program accredited by the Na-
tional League for Nursing (or the equivalent);

2. At least one graduate-level course in research and inferential statistics (minimum 3
semester credits);

3. A cumulative grade point average of 3.0 on a 4.0 scale for all previous course work
(all baccalaureate, master's and subsequent course work):

4. Satisfactory scores on the Graduate Record Examination (aptitude portion) and the
Miller Analogies Test:

5. License to practice professional nursing in at least one state (or in a foreign coun-
try);

6. Evidence of personal and professional qualifications from at least three profes-
sionals familiar with the applicant's ability, work experience, contributions to nurs-
ing and potential to succeed in the doctoral program; and

7. A personal interview.

It is highly recommended that prior to matriculation in the doctoral program the applicant
will have completed graduate-level courses in organizational therory and analysis of the
health care system and will have completed one research study (master's thesis or other
individual or group research project). Post-baccalaureate work experience as a Registered
Nurse would enhance progression through the program of study.

A limited number of students will be admitted to the program each year; therefore, admis-
sion will be highly selective.

A written offer of admission from the Graduate School will be sent to an applicant who
meets all admission requirements. The offer will specify the time of entrance which will
normally coincide with the requested starting time. Upon acceptance by the Graduate
School, the applicant should reconfirm enrollment intentions by writing to the Nursing
Program. If the applicant is unable to enroll at the expected date, a written request for a
postponement of the admission date is made through the School of Nursing. If these ar-
rangements are not made within one year of anticipated enrollment date, the offer of ad-
mission lapses, and a new application and fee must be submitted to be reconsidered for
admission.

The offer of admission may be used as a permit to register for courses. Permanent identi-
fication as a graduate student will be issued at the time of first registration.

Admission Procedure

The admission forms should be obtained from the Office of Graduate Studies and Re-
search, University of Maryland at Baltimore. 624 W. Lombard St.. Baltimore. MD
21201.

1. An application fee of $15.00 must accompany the application for admission. This
fee is not refundable under any circumstance, but if the applicant is accepted and
enrolls for courses, it will serve as a matriculation fee.

2. The following materials should be returned directly to the Office of Graduate
Studies and Research, University of Maryland at Baltimore, 624 W. Lombard St.,
Baltimore, MD 21201:

a. two copies of the application for admission to the Graduate School;

b. application fee;

c. two sets of official transcripts from each college and university attended. If ap-
plicant is a diploma school graduate, transcripts of the diploma course work
are also required;

d. letters of reference from three professionals who know the candidate's qualifi-
cations;

e. official record of the results of:

the Miller Analogies Test (test available through testing services of most colleges
and universities);

the Aptitude Portion of the Graduate Record Examinations (Applicants should write
to the Graduate Record Examinations, Educational Testing Services, Princeton, NJ
08540 for details).

3. Applications and supporting documents for the Master's Degree Program must be
received by July 1 for the fall semester, December 1 for the winter session and the
spring semester, and May 15 for the summer session.

4. Applications for admission to the Doctoral Program are reviewed twice a year. Ap-
plications and supporting documents (including GRE scores MAT scores references
and transcripts) for the doctoral program must be received by November 1 for the
fall semester review and by March 1 for the spring review.

Admission Status

Applicants are offered admission status in the graduate program according to the follow-
ing categories:

1 . Unconditional Admission: applicant meets all requirements;

2. Provisional Admission: applicant does not meet all requirements for unconditional
admission but who in the opinion of the Graduate School and the Graduate Program
Admissions Committee demonstrates potential for graduate study. To qualify for
continued enrollment the student admitted provisionally must achieve a B grade or
above in every course during the first semester of full time study (the first 12 credits
for part-time students). Unconditional status will be granted upon attainment of a B
grade or better in every course in the first semester of full-time study (minimum of
9 credits) or in the first 12 credits of part-time study;

3. Incomplete Admission: applicants for who information is incomplete;

4. Nondegree Graduate Status: applicant may enroll on a "course work only" basis for
a specified period of time if the applicant's record meets Graduate School standards.

Admission is granted by the Dean for Graduate Studies and Research and is confirmed by
enrollment in the term for which admission is approved.

Part-time Study

Students eligible for admission but who are able to devote only a portion of their time to
graduate study are subject to the same privileges and matriculation requirements as full-
time students. Part-time students are urged to assume responsibility for program planning
with an adviser. In the doctoral program, part-time study is available; however, full-time
enrollment at the University of Maryland is required during two consecutive semesters.

A graduate student who is in good standing at another institution may apply to enroll for a
single course or summer session (see Categories of Admission in the Graduate School
Bulletin).

Foreign Students

Students from foreign countries who show evidence of education equivalent to a bacca-
laureate degree in nursing are considered for admission to the Master's Degree Program.
Likewise those with the education equivalent of a Master's Degree in Nursing may be eli-
gible for admission to the Doctoral Degree Program. All applicants who are not citizens
of the United States are classified as foreign students for admission purposes (see the
Graduate School Bulletin for further information).

Record Maintenance and Disposition

All records, including academic records from other institutions, become the official file
and can neither be returned nor duplicated without the student's prior consent. Provisions
are made for students to review their records if they desire.

Admission credentials and application data are retained for one year only. This regulation
pertains to applicants who: did not register for courses at the period for which they had
been admitted; did not respond to a departmental request for additional information; did
not respond to requests for additional transcripts or test results; or were disapproved for
admission.

Student Advisement

Upon admission to the graduate program each student is assigned an academic adviser
from the major area of concentration. The student is also assigned an adviser in the sec-
ondary area of interest. The adviser assignments are subject to change as additional inter-
ests of the student are determined or upon request of the adviser or advisee. The adviser is
available for academic counseling and guides the student in a plan of study, determination
of research interests, and selection of thesis/dissertation chairman or readers for the semi-
nar paper (for master's students).

A nondegree student is assigned an adviser at the time of acceptance. An official record
of courses is kept for all nondegree students. If a student subsequently wishes to enter the
degree program, reapplication is necessary. While consideration may be given at a later
date to the application of credits earned toward a degree program while in this status,
there is no assurance that such requests will be granted. If granted, a maximum of six
credits may be transferred.

Plan of Study

A Plan of Study form for all graduate degree students (which outlines the student's ex-
pected progression through the degree requirements) must be filled out by the student and
the faculty adviser. One copy of this Plan of Study must be filed with the Graduate Office

by the beginning of the second semester of study for masters or third semester of study
for doctoral students. A second copy of the Plan of Study remains in the student's Nurs-
ing Program file. Any major alteration of the plan necessitates the refiling of an amended
plan. It is suggested that students retain a copy of this plan for their own files.

The entire course of study constitutes a unified program approved by the student's major
adviser and by the Graduate School. Faculty in each department provide individualized
guidance in the selection of courses based upon guidelines and policies approved by the
Nursing Program and the Graduate School. Considerable flexibility is possible within a
student's area of interest and specific career goals.

Statute of Limitations

Starting on the first day of matriculation, a time limit of a maximum five years is allowed
for the completion of master's degree requirements. This applies to part-time and full-
time students.

For doctoral students, a student must be admitted to candidacy for the doctoral degree
within five years after admission to the doctoral program and at least one academic year
before the date on which the degree is to be conferred. The student must complete all pro-
gram requirements within four years following admission to candidacy.

Registration

Registration is conducted by the Office of Admissions and Registrations, UMAB campus.
The student receives detailed instructions concerning dates and registration procedures.
Each matriculated student in the School of Nursing must obtain official approval from an
adviser for all courses in which enrollment is sought outside the School of Nursing.
Credit is granted only if such courses have had prior approval and are successfully con-
pleted. Students must file a list of these courses with the registrar on a registration card
signed by the adviser. Graduate students are not permitted to enroll for courses on a pass/
fail basis.

Students admitted to the Graduate School pay tuition fees whether or not the credit will be
used to satisfy program requirements. Graduate credit will not be given unless the student
has been admitted to the Graduate School. The admission of a new student is validated
when he registers for and completes at least one course during the semester for which en-
trance was authorized.

Every student must register during the offical registration period. Students failing to regis-
ter during these periods will be subject to late registration fees and must have the consent
of their adviser, the course instructor, the Graduate School, and the registrar.

Late Registration Fee $20.00

Change Fee charged for each change in program 5.00

Students must be registered for at least one credit in the semester in which they wish to
graduate.

After classes begin, students who wish to terminate their registration must follow the
withdrawal procedures and are liable for charges applicable at the time of withdrawal.

Registration is completed with the payment of the required fees. Privileges of the Univer-
sity are available only after registration has been completed.

Graduate Unit System

In order to accurately reflect the involvement of graduate students in their programs of
study and research, and the use of University resources in those programs, the graduate
councils use the graduate unit system in making calculations to determine full or part-time
graduate student status, in the administration of minimum registration requirements de-
scribed below, and in responding to student requests for certification of full-time status.

The number of graduate units per semester credit hour is calculated in the following man-
ner:

Courses in the 001-399 series carry 2 units/credit hour.

Courses in the 400-499 series carry 4 units/credit hour.

Courses in the 500-599 series carry 5 units/credit hour.

Courses in the 600-798 and 800-898 series carry 6 units/credit hour.

Master's thesis research (799) carries 12 units/credit hour.

Doctoral dissertation research (899) carries 18 units/credit hour.

To be certified a full-time student, a graduate student must be officially registered for a
combination of courses equivalent to 48 units per semester. A graduate assistant holding a
regular appointment is a full-time student if registered for 24 units in addition to the serv-
ice appointment.

Any graduate student making any demand upon the academic or support services of the
University, whether taking regular lecture, seminar or independent study courses, using
University libraries, laboratories, computer facilities, office space, consulting with faculty
advisers or taking comprehensive or final oral examinations, must register for the number
of graduate units which, in the judgment of the faculty adviser, accurately reflect the
student's involvement in graduate study and use of University resources.

Scholastic Requirements

It is the responsibility of each student to remain informed of and adhere to all Graduate
School, Nursing Program and University regulations and requirements. Additional poli-
cies and procedures are found in the UMAB Graduate School catalogue, the Nursing Pro-
gram Faculty Advisor/Student Handbook and in Important Dates for Advisors and Stu-
dents issued each year by the Graduate School.

The Graduate School requires that all students achieve a B or 3.0 GPA by the end of the
third semester of study. No grade below a C is acceptable toward the graduate degree.
The Master's Degree Nursing Program requires that a student receive a B or higher in the
core and required nursing courses in her/his area of concentration. Any course with a
grade below B in the area of concentration must be repeated.

Since graduate students must maintain an overall B average, every credit hour of C in
course work must be balanced by a credit hour of A. A course in which a grade of less
than B is received may be repeated. The grade on the repeated course whether it is higher
or lower than the original grade replaces the original grade. Courses in the degree pro-
gram which are completed with a D or F must be repeated. Grades earned for thesis or
dissertation research are not included in the computation of the GPA.

Grades from courses which are transferred in for degree credit from other schools and/or
previous study are also not included in the computation of the GPA.

Transfer Credits

A maximum of six credits of acceptable graduate level course work may be applied to-
ward the master's degree as transfer credits from another school or from the course work
only status. In the doctoral program transfer credits are individually assessed to determine
relevance to the student's program of study; a variable number of credits is permissible.
Permission must be given by the major adviser and the Graduate School before any
credits are transferred. In order to be eligible for transfer, the transfer course must have
been taken within the statute of limitations for the degree and may not have been used to
satisfy requirements for any other degree or admission into the graduate program. Trans-
fer credits are not calculated in the final grade point average (GPA).

Credit by Examination

A graduate student may receive credit-by-examination only for a course which he is oth-
erwise eligible to receive graduate degree credit. In the master's program a maximum of
six credits is possible through credit-by-examination; nine credits can be accepted in the
Primary Care Nursing program. A graduate student seeking to utilize this option must ob-
tain the consent of the adviser and of the instructor currently responsible for the course.
The Graduate School maintains a list of courses for which examinations are available or
will be prepared. A fee is paid upon application for the examination and is not refundable
regardless of whether or not the student completes the examination. The grade(s) received
for course(s) accepted through credit-by-examination is (are) computed in the grade point
average.

Withdrawal from a Course

A withdrawal is noted on the student's transcript by a WD. In cases of excessive absences
from courses an F is given unless the student officially withdraws from a course. The se-
mester credits for the F grade are computed in the grade point average.

Incomplete Course Work

A grade of I (Incomplete) is given if course work is not completed because of illness or
other reasons satisfactory to the instructor. In calculating the GPA, 1 = 0; therefore a
grade of I constitutes a penalty until the I grade is removed. The work must be completed
and the I grade must be converted to a letter grade by the end of the next semester (excep-
tions include courses numbered 799 or 899 or special problems courses requiring two or
more semesters of work before a grade can be determined). If the course requirements are
not completed the I grade can be changed by the instructor to a grade appropriate to a
computation without the missing work. A course with an incomplete grade should not be
repeated. Students with provisional admission or on academic probation may not register
for additional course work until the I grade is removed.

Academic Progress— Unsatisfactory Achievement

At the end of each semester, the record of every student is reviewed by the Nursing
Program's committee on progression. A student's registration in the graduate program
may be discontinued at any time if work or progress is deemed unsatisfactory.

Provisional Admission: Any student admitted provisionally will be granted unconditional
status when the provision(s) have been satisfied. The Graduate School will be responsible
for notifyingy the department if a student fails to meet the provisions of admission. The
Graduate School will dismiss those provisional students who fail to meet the provisions.

Academic Jeopardy — Unconditional Admission: Unconditionally admitted full-time stu-
dents who have not maintained a "B" average during the first semester (9 credits) are to
be placed on probation and will be dismissed if "B" minimum grades in every course (9
credits) are not achieved during the next semester. Unconditionally admitted part-time
students who have not maintained a "B" average for the first 12 credits are to be placed
on probation and must achieve "B" minimum grades in every course during the next 12
credit hours or they too will be dismissed. If the semester's grade point average is below
2.7 the student will be requested to withdraw.

Academic Progress at the End of the Third Semester: A cumulative GPA of 3.0 must be
attained by all graduate students (M.S. and Ph.D. students) by the end of the third semes-
ter and thereafter. Failure to achieve and maintain the forenoted average will result in dis-
missal from the program. In addition, a satisfactory level of research performance as de-
termined by the research advisor and Research Committee must be maintained or a
dismissal from the program could result.

ditional course work will be required as recommended by the student's advisor. Failure
on the second retake will result in dismissal of the student.

Additional Doctoral Program Requirements: A student will be asked to withdraw from
the doctoral program upon recommendation of the Doctoral Program Committee if any of
the following events occurs.

a. Failure to maintain a cumulative GPA of 3.0 (as specified above).

b. Failure on preliminary examination at second attempt.

c. Failure on comprehensive examination at second attempt.

d. Failure to be admitted to candidacy within five years of admission into the program.

e. Failure to complete degree requirements within four years following admission to
candidacy.

f. Failure to demonstrate a satisfactory level of research performance as determined by
the Research Advisor and Dissertation Advisory Committee.

g. Failure to maintain continuous registration.

Withdrawal, Suspension, Dismissal

A "Graduate School Program Withdrawal Form" must be completed and submitted when
a student officially withdraws from the graduate program. An application for withdrawal
bearing the proper signatures must be filed in the Office of the Registrar. If a student
leaves the University prior to the conclusion of a semester or session, the date used in
computing a refund is the date the application for withdrawal is filed in the registrar's of-
fice. A student who withdraws during the semester and does not file an application for
withdrawal with the registrar will receive marks of failure in all courses and will forfeit
the right to any refund.

The faculty adviser and graduate student share the responsibility for the student's pro-
gress. Students are expected to comply with rules and procedures of the Graduate School
as well as with specific requirements established by individual departments. In fulfilling
this responsibility the student should seek the advice of a faculty adviser, department
chairperson, and/or the administrative officers of the School of Nursing and the staff of
the Dean for Graduate Studies.

Procedures are established to protect the institution's integrity and the individual student's
interests and welfare. The University of Maryland, through its various faculties and ap-
propriate committees, reserves the discretionary right to suspend any student from the
University for failure to maintain a satisfactory academic record, acceptable personal be-
havior, accepted standards of practice in a clinical agency, or satisfactory standard of
health.

When the actions of a student are judged by competent authority using established proce-
dure to be detrimental to the interests of the university community, that person may be re-
quired to withdraw from the University.

Graduation

Requirements for graduation from the master's degree program include: completion of the
planned program within a five-year period, achieving a cumulative grade point average of
B or 3.0, and completion of a minimum of one year of full-time study or its equivalent.
Requirements for graduation from the doctoral program include: completion of the
planned program within a nine-year period (a maximum of five years between matricula-
tion and admission to candidacy and a maximum of four years following admission to
candidacy); admission to candidacy for the doctoral degree; achieving a cumulative GPA
of at least 3.0; successful completion of preliminary, comprehensive and final oral exami-
nations, completion of a satisfactory dissertation, completion of a minimum of two con-
secutive semesters of full-time study.

The student must be registered for at least one credit in the semester in which she/he
wishes to graduate.

Application for the diploma must be filed with the Office of the Registrar within the first
three weeks of the semester in which the candidate expects to obtain a degree except dur-
ing the summer session. During the summer session, the application must be filed in the
Office of the Registrar during the first week of classes.

If, for any reason, a student does not graduate at the end of the semester in which he ap-
plies for the diploma, he must reapply for it in the semester in which he expects to gradu-
ate.

Fees and Expenses

Matriculation (new student) $ 15.00

Tuition per credit (in-state) 55.00

Tuition per credit (out-of-state) 100.00

Supporting Facilities Fee (full-time) per semester 30.00

Supporting Facilities Fee (part-time)per semester 6.00

Student Health Fee (full-time) per semester 10.00

Student Health Fee (part-time) per semester 4 .00

Health Insurance (Blue Cross)

One Person 106.68

Two Persons 205.44

Family 274.68

Instructional Resources Fee (full-time) per semester 16.00

Instructional Resources Fee (part-time) per semester 8.00

Student Activity Fee ($7.00 per semester) 7.00

Graduation Fee 15.00

Continuous Registration Fee (Doctoral Candidates) 10.00

Late Registration Fee 20.00

Change Fee 5.00

Student Health and Health Insurance

Health insurance is required of all full-time professional school students (nine or more se-
mester hours) in addition to the Student Health Fee. The insurance coverage at the Uni-
versity of Maryland at Baltimore is Blue Cross-Blue Shield Diagnostic and Major Medi-
cal. Additional information concerning this program may be obtained from the Student
Health Office.

Students with equivalent insurance coverage must provide proof of such membership at
the time of registration and obtain a hospital insurance waiver.

Health Services are provided for School of Nursing students through the Student Health
Office in Howard Hall.

Malpractice Insurance

All graduate nursing students are required to carry professional malpractice insurance
throughout their academic program. Documentation of coverage is required at the time of
every registration and must meet the amount set by the School of Nursing and clinical
agencies.

Financial Aid Overview

Financial aid in the form of scholarships, grants, loans, and work programs is awarded to
women and men students and is based upon apparent academic ability, nearness to pro-
gram completion and financial need. Applicants must complete a traineeship application
at admission or preregistration preceding the semester for which aid is sought. Separate
applications must be completed in the financial aid office to be considered for funding
from sources outside the school. Because of limitations in available funds, preference is
given to full-time students.

Recipients of financial aid are expected to make satisfactory progress toward attainment
of a degree and to abide by all academic and nonacademic regulations of the University.

Graduate students must maintain a 3.0 GPA to be eligible for financial aid. In the case of
new students, applicants must have been accepted for admission to the University before
the financial application will be reviewed.

Students should make early contact with the financial aid office to insure compliance with
filing dates for completed aid applications. Requests for information about, and applica-
tions for. financial aid should be addressed to the following:

Student Aid Officer
University of Maryland at Baltimore
610 W. Lombard Street
Baltimore. Marvland 21201

Sources of Aid

University Sources

Graduate Assistantships The School of Nursing provides a limited number of gradu-
ate research and teaching assistantships to doctoral students on a competitive basis. The
graduate assistant earns a modest salary and is generally expected to make a work com-
mitment of approximately 20 hours per week. Assigned duties are consistent with the
aims and objective of the teaching and research missions of the University. These assist-
antships also provide remission of tuition and fees (for up to 10 credit hours per semes-
ter).

In addition to the above some research assistantships are made available through grant or
contract funds. Depending on the qualifications required for a particular position,
master's and doctoral students may be eligible to apply.

Prospective students interested in being considered for graduate assistantships should
make application to the School of Nursing. No action is taken by faculty until eligibility
for admission has been established.

State Scholarships for Graduate Nursing Program Study Scholarships will be
available Fall, 1980 for Maryland residents enrolled in a graduate nursing program pre-
paring graduates for employment in a "nursing shortage area." Scholarships are available
to full and part-time students for a maximum of $2,000 per year (full-time or part-time
equivalent) for one or two years.

Traineeships Students who meet admission requirements and are U.S. citizens are eligi-
ble to apply to the School of Nursing for federal funds for full-time study. Professional
nurse traineeships available from the Division of Nursing, Health Resources Administra-
tion, Health and Human Services provide tuition, fees, and a monthly stipend. Students in
selected specialty areas may also be eligible for support under specialized grants obtained
by the School of Nursing or available through application to a specific foundation or
funding source. Since there are limitations on the number of traineeships available, appli-
cants are ranked according to total professional background.

In the case of all traineeships, prospective students make application to the School of
Nursing. No action is taken by faculty until eligibility for admission has been established.
Graduate students also are referred to the Federal Nursing Loan and Scholarship Program
available through the financial aid office.

Nurse Training Act Scholarships and Loans Scholarships to a maximum of $2,000
annually and loans to a maximum of $2,500 annually are available. Loans are at three per
cent annual interest with principal and interest payments beginning nine months after
graduation; deferment and cancellation provisions are available.

College Work-Study Support for students in career related employment both on and off
campus during the academic year as well as the summer months may be available.

Non-University Sources

Bank Loans Students may obtain educational loans through private lending institutions
such as banks or credit unions. In many cases, federal assistance in the payment of the
seven per cent interest can be obtained. As lenders have limited funds for this program,
students are encouraged to contact their lending institutions at the earliest possible date.

The Maryland Higher Education Loan Corporation (MHELC) Program permits graduate
students to borrow up to $2,000 annually. MHELC applications are available in the Stu-
dent Aid Office.

Employment Opportunities

Graduates of the master's degree program of the University of Maryland have a variety of
employment opportunities. Surveys of recent graduates indicate 100% employment. Ap-
proximately 60% of these graduates are employed in hospitals, 307c as faculty in schools
of nursing and 10% in other areas including nursing homes, community mental health and
public health clinics. Salaries vary with the type of position, the setting, the geographical
areas, and the individual graduate's professional experience. Beginning salaries in the
Baltimore-Washington, D.C. area for new master's graduates range from $16,000-
$20,000 per year. Doctorally prepared nurses are in great demand throughout the nation
as administrators, faculty and researchers. Salaries vary with the particular position, the
geographical area and the individual background of the candidate ranging from $20,000-
$45,000 per year.

Graduate Student Organizations

Graduates in Nursing (GIN) is an organization of all the students in the graduate program
in the School of Nursing. The purpose of the organization is to foster unity among gradu-
ate students to aid in the pursuit of individual, institutional and professional goals, and to
enhance communication among students, faculty and the community. Student representa-
tives function in a liaison capacity by serving on various School and University commit-
tees. GIN serves the graduate student body through orientation programs, a monthly
newsletter, education and social functions, and the establishment of ad hoc committees
when student, faculty and community needs arise.

As a focal point for graduate student awareness, the UMAB Graduate Student Association
(GSA) is comprised of one representative from each department on campus that offers a
graduate degree. Its main purpose is to promote a better graduate student life by providing
efficient orientation of new students, communicating research interests across departmen-
tal lines, and providing a channel for the communication of graduate student concerns to
the Dean for Graduate Studies and Research and to the Graduate Council. The Graduate
Student Association chooses one of its own members each year to serve as a voting mem-
ber of the Graduate Council and also elects representatives to the UMAB Senate.

Course Descriptions

NURS 602 Conceptual Framework for Nursing Practice (5) This course provides
an introduction to the articulation of a philosophy of nursing to a conceptual framework
for nursing practice. Our philosophy states that the personal, cognitive, and physical ex-
pressions of health interact throughout life and unfold in dynamic interplay with the envi-
ronment. The two credit theory session each week is a coordinated approach by represent-
ative departmental faculty in which the study of scientific concepts which influence man's
expressions of health is emphasized. The other three credits provide a departmentally su-
pervised clinical practicum with emphasis on assessment and on evaluation of nursing in-
terventions or regulatory processes. (Faculty)

NURS 603 Evaluation of Patient Care: A Clinical Perspective (3) This course
provides an opportunity for students to synthesize a framework for evaluating health and
nursing care. Emphasis is on the analysis o\~ structure, process and outcomes of nursing
care in terms of the personal, physical and cognitive expressions of health. It is designed
to supplement the core courses as well as other clinical courses by presenting quality as-
surance methods, criteria and standards. Prerequisites are the completion of NURS 602 &
701 or permission of instructor. (Walker)

NURS 604 Organizational Behavior and Role Fulfillment (3) An exploration and
analysis of commonalities inherent in nursing practice in various roles. Content from sys-
tems, role, organizational behavior, consultation, learning and change theories provides
the basis for synthesis into a conceptual framework of practice in teaching, clinical prac-
tice and administration. (Faculty)

NURS 606 Influential Forces, Health Care and Health Care Systems (2) The

identification and analysis of the economic, social, political and educational forces which
influence the health of man. affect the health care delivery system and produce changes in
nursing. (Faculty)

NURS 608 Special Problems in Nursing (1-3) Provides for alternative learning ex-
periences: independent study; development of specific clinical competencies; classes foc-
using on a variety of special interest topics or topics of an interdepartmental nature. Reg-
istration upon consent of adviser. Students may register for one-three credits per semester
with a maximum of six credits per degree. (Faculty)

NURS 611 Introduction to Concepts and Techniques of Primary Care Nurs-
ing (2) This course emphasizes the development of the student's concepts of the ex-
panded nursing role. It builds on assessment skills and knowledge pertaining to the con-
ceptual framework acquired in NURS 602. It provides opportunity to collect and analyze
data with a variety of skills and techniques that expand the nursing process for the health
of adults. Concurrent: NURS 602. NPHY 480. (Faculty)

NURS 613 Clinical Diagnosis and Management I (4) This course prepares the stu-
dent to function at a beginning level as a nurse practitioner in an ambulatory setting. This
is the first of two sequential courses which focuses on a different set of health problems
for study. The student applies the nursing process by performing diagnostic methods, de-
veloping plans of care, and implementing nursing strategies to promote personal, cogni-
tive and physical health of clients with common health problems. Prerequisite: NURS
61 1. NPHY 480. Open to majors only. (Faculty)

NURS 614 Clinical Diagnosis and Management II (4) This course prepares the stu-
dent to function as a nurse practitioner in an ambulatory setting with clients who have
complex health problems. This is the second of two sequential courses which apply the
nursing process by performing communication and assessment skills, interpreting find-
ings, applying laboratory diagnostic methods, developing plans of care, and implement-
ing nursing strategies to promote personal, cognitive and physical health of clients. Pre-
requisite: NURS 613. Open to majors only. (Faculty)

NURS 615 Advanced Primary Health Care (5) This course consists of intensive ap-
plied clinical experience and seminar sessions. It is designed to assist the student in ana-
lyzing multiple variables in health and disease, and through a problem-solving approach,
determine an optimal plan in relation to both short and long-term goals. The emphasis is
on increased independence and decision-making in an interprofessional environment. Pre-
requisite: NURS 614. Open to majors only. (Faculty)

NURS 618 Special Problems in Primary Care (1-3) An independent study experi-
ence which allows students in the primary care department to develop special competen-
cies or obtain in-depth clinical experience. Students outside the Department of Primary
Care Nursing may elect this experience to study selected concepts relating to primary care
nursing. Registration upon consent of adviser. Students may register for varying units of

credit ranging from one-three credits per semester with a maximum of six credits per de-
gree. (Faculty)

NURS 621 Medical-Surgical Nursing I (2) The first level Medical-Surgical Nursing
course focuses on systematic exploration of concepts that are particularly pertinent to
adult clients with physical alterations. The concepts are developed within the graduate
program framework, interrelationships among concepts are determined and clinical impli-
cations are considered. Values, beliefs, and attitudes about nursing, health, and illness are
explored. Prerequisite or concurrent: NURS 602 and NPHY 480. (Shubkagel and Faculty)

NURS 622 Medical-Surgical Nursing II (4) Building on Nursing 602 and 621 this
course focuses on the articulation of selected concepts with the development, implementa-
tion, and evaluation of regulatory processes from the perspective of the graduate program
framework. The practicum gives the students an opportunity to test the presented theory
within a clinical perspective, to strengthen and extend previously acquired knowledge and
skill, and to progress toward attainment of individual clinical goals. Prerequisite: NURS
621. (Shubkagel and Faculty)

NURS 625 Introduction to Gerontological Nursing (2) This introductory course
traces, via an historical perspective, the beginnings of the science of gerontology and ge-
rontological nursing. The focus is on implications for nursing in regard to the myths and
misconceptions, current health care problems and the influence societal thinking has had
on attitudes and interests regarding the elderly. (Faculty)

NURS 626 Processes of Aging: Implications for Nursing Care (4) This course
provides an indepth analysis of specific concepts related to the cognitive, physical and
psychosocial health care problems of the aged. The emphasis in exploring these concepts
is on assessment methodologies and nursing care strategies which are designed to assist
the aged person to cope with alterations in the expressions of health related to the aging
process and. where possible, prevent the occurrence of alterations in health. (Faculty)

NURS 628 Special Problems in Medical-Surgical Nursing (1-3) Provides alterna-
tive learning experiences: independent study: development of specific clinical competen-
cies; classes focusing on a variety of special topics or topics of an interdepartmental nat-
ure within the broad category of medical-surgical nursing. Registration upon consent of
adviser. Student may register for varying amounts of credits ranging from one-three
credits per semester with a maximum of six credits per degree. (Shubkagel and Faculty)

NURS 631 Maternal and Infant Nursing I (2) First of a two-semester sequence. A
conceptual approach which focuses on extensive understanding of nursing in society's to-
tal program of maternal health services with emphasis on increased practitioner skills for
independent and collaborative components of professional nursing of mothers and infants.
Prerequisite: NURS 602. (Neal and Faculty)

NURS 632 Maternal and Infant Nursing II (4) Focuses on extensive knowledge and
understanding of maternal care and on gaining increased collaborative and practitioner
skills in professional nursing within interdisciplinary health agencies and institutions. Sec-
ond Semester of a two-semester sequence. Prerequisite: NURS 602 and NURS 631. (Neal
and Faculty)

NURS 638 Special Problems in Maternity Nursing (1-3) Provides for alternative
learning experiences: independent study: development of specific clinical competencies;
classes focusing on a variety of special interest topics or topics of an interdepartmental
nature within the broad category of maternity nursing. Registration upon consent of ad-
viser. Student may register for varying amounts of credit ranging from one-three credits
per semester with a maximum of six credits per degree. (Neal and Faculty)

NURS 641 Nursing of Children I (2) First semester of a two-semester sequence. Fo-
cuses on extensive knowledge and understanding of nursing in society's total program of
child health services and on gaining increased practitioner skills in professional nursing of
children. Prerequisite: NURS 602. (Neal and Faculty)

NURS 642 Nursing of Children II (4) Focuses on extensive knowledge and under-
standing in society's total program of child health services and in gaining increased col-
laborative and practitioner skills in professional nursing of children. Second semester of a
two-semester sequence. Prerequisite: NURS 602 and NURS 641. (Neal and Faculty)

NURS 648 Special Problems in Nursing of Children (1-3) Provides alternative
learning experiences: independent study; development of specific clinical competencies;
classes focusing on a variety of special interest topics or topics of an interdepartmental
nature within the broad category of nursing of children. Registration upon consent of ad-
viser. Student may register for varying amounts of credit ranging from one-three credits
per semester with a maximum of six credits per degree. (Neal and Faculty)

NURS 651 Individual Therapy (3) Individual therapy builds upon the interpersonal
and analytic skills developed in the clinical portion of NURS 602. This course examines
specific types of ineffective social behaviors as well as personality disturbances and their
treatment within the contexts of psychiatric and nursing literature. Prerequisite: NURS
602. (Robinson)

NURS 652 Group Theory and Practice I (3) This course is designed to provide the
basis for a conceptual framework in group psychotherapy. Emphasis is placed on the ap-
plication of theory to group practice. Included is the study of the therapist's role in the de-
velopment of technical and communication skills in group work. Each student is required
to co-lead a group approved by the faculty. (Faculty)

NURS 653 Group Theory and Practice II (3) This course is designed to further de-
velop the student's theoretical and clinical expertise in group work and group psychother-
apy. Emphasis is placed on the role of the therapist in the integration and utilization of
theoretical concepts to clinical group practice and in developing skills in supervision.
Specialized group therapy techniques and research as related to group practice are re-
viewed. Each student is required to co-lead a group approved by the faculty. Prerequisite:
NURS 652. (Faculty)

NURS 654 Liaison Nursing I (3) The student gains skills in therapeutic interaction
with hospitalized, physically ill patients based upon their assessment of the patient's psy-
chological needs and an evaluation of appropriate vehicles for their gratification. Goals
are established which take into consideration physiological versus psychological priori-
ties, assigning weights in terms of immediacy of need. The hospital is viewed as a social
system, and means of interacting effectively in it are explored. Offered Fall Semester.
(Robinson)

NURS 655 Orientation to Critical Concepts in Family (3) Orientation to the theo-
ries and techniques of family therapy. Emphasis on family systems theory (the Bowen
Theory). Interview experience with selected families and development of observational
skills. (Cain and Faculty)

NURS 656 Introduction to Clinical Practice With Families (3) Orientation to the
role of the clinician in family therapy. Emphasis is on the identification of existing family
behavior patterns. Clinical practice with at least one family. Prerequisite: NURS 655.
(Cain and Faculty)

NURS 657 Advanced Clinical Practice With Families (3) Advanced clinical prac-
tice and refinement of clinical skills. Prerequisite: NURS 656. (Cain)

NURS 658 Special Problems in Adult Psychiatric Nursing (1-3) Provides alterna-
tive learning experiences: independent study: development of specific clinical competen-
cies; classes focusing on a variety of special interest topics or topics of an interdepart-
mental nature within the area of adult psychiatric nursing. Registration upon consent of
adviser. Student may register for varying amounts of credit ranging from one-three credits
per semester with a maximum of six credits per degree. (Faculty)

NURS 659 Mental Health Consultation (3) This course is designed to introduce the
student to the principles and practice of mental health consultation and basic Community
Mental Health Theory. Caplan's Model of mental health consultation will be stressed as
well as development and management of consultation programs. Students will provide
weekly consultation to a community health care setting or social agency approved by the
faculty. Prerequisite: Clinical and/or academic courses in psychiatric/community health
nursing. (Faculty)

NURS 660 Introduction to Selected Aspects of Child Development I (2) This
course explores selective theoretical concepts of child development during the first six
years of life. Emphasis is placed on integrating personality development and intellectual
development. Assessment tools which reflect the theories presented will be discussed.
(McElroy)

NURS 661 Orientation to Critical Problems in Family-Child Relations (3) First
of two semester sequence. This course provides a broad view of child psychopathology
with emphasis on intrapsychic, interpersonal and sociocultural dynamics. The integration
of concepts in nursing practice, particularly the development of assessment and interview-
ing skills, is stressed. (Reid and Faculty)

NURS 664 Introduction to Selected Aspects of Child Development II (2) This
course explores selective theoretical concepts of child development during the years from
seven through adolescence. Emphasis is placed on examining the following theorists:
Erikson. Winncott. Lidz and Piaget. Prerequisite: NURS 660. (McElroy)

NURS 665 Comprehensive Care of Children With Psychiatric Disorders (3)

Second of a two-semester sequence. This course provides theoretical concepts underlying
the treatment of children with psychiatric disorders. The clinical component provides op-
portunity to implement treatment modalities in a variety of settings. Prerequisite: NURS
661. (Faculty)

NURS 668 Special Problems in Child Psychiatric Nursing (1-3) Provides for al-
ternative learning experiences: independent study; development of specific clinical com-
petencies; classes focusing on a variety of special interest topics or topics of an interde-
partmental nature within the broad category of child psychiatric nursing. Registration
upon consent of adviser. Student may register for varying amounts of credit ranging from
one-three credits per semester with a maximum of six credits per degree. (Faculty)

NURS 670 School Health (2) This course is designed to examine factors and programs
that contribute to the promotion and maintenance of health in the school population. The
development of school health programs and services are discussed. Issues, legislation and
organizations involved in school health are explored. This course includes a variety of
learning experiences such as field trips where students have the opportunity to develop an
interdisciplinary approach to the population. AHEC experience is available. Prerequisite:
NURS 602 or permission of instructor. Open to non-nursing majors. Offered Winter Ses-
sion. (Northrop)

NURS 671 Epidemiology (2) A contemporary approach to epidemiological concepts
and methods. General considerations and laboratory application to data in specific situa-
tions. Open to non-nursing majors with permission of instructor. Prerequisite: Statistics.
Offered Spring Semester. (Kohler)

NURS 672 Community Health Nursing I (1) This first level departmental course is
designed to explore the relevancy of the school's conceptual framework for community
health practice. Students also discuss the nature and scope of community health nursing
and its relationship to the public health sciences and to nursing. Family and community
are identified as the basic units of study and primary prevention as a major responsibility.
Prerequisite or concurrent: NURS 602. Offered Fall Semester. (Eells and Strasser)

NURS 673 Community Health Nursing II (3) This is a required second level depart-
mental course. Although students continue with their community assessment and one well
family selected during NURS 602, analytical focus is extended to include the use of regu-
latory processes with families who have multiple problems. Additional conceptual frame-
works commonly employed in family and community study are examined. Program plan-
ning, implementation, and evaluation are discussed in relation to the student's assessment
of a community's health problems. Prerequisite: NURS 606 and NURS 672. Offered
Spring Semester. (Ruth and Faculty)

NURS 674 Community Health Nursing Within the Health Care System (2) This
course focuses upon the relationship between the health level of the community and the
organization of the health care system. Social and political forces and major public poli-
cies that are shaping the organization and delivery of community health nursing services
will be analyzed. An examination of theory, research, governmental and other profes-
sional documents will provide the bases for discussion as to how effective and efficient
services can be achieved. Various systems of health care organization will be compared in
terms of health level, structure, and reimbursement mechanisms. Open to non-nursing
majors with permission of instructor. Offered Spring Semester, (Ruth and Faculty)

NURS 675 Community Health Nursing III (2) This is a required third level depart-
mental course for students whose area of concentration is community health nursing. It is
given concurrently with the practicum in role preparation. While the emphasis is upon in-
tervention strategies and regulatory processes in community health nursing, content re-
lated to public health administration is discussed and includes areas such as reimburse-
ment mechanisms, legislation and regulation, and standards of practice. Students will
plan, implement, and evaluate a health program of primary prevention in their selected
communities. Prerequisite: NURS 604 and NURS 673. Offered Fall Semester. (Northrop
and Faculty)

NURS 676 Community Health Groups: Leadership Strategies (2) The theory
content and practicum of this course offer learning experiences particularly pertinent and
applicable to working with well families and health-oriented community groups. The
course is designed to provide graduate students in community health nursing and other
specialty areas an opportunity to gain additional skills in the use of group leadership strat-
egies to bring about change toward defined goals and objectives. Prerequisite: Basic
course in group dynamics; permission of instructor. Open to non-nursing majors. Offered
Spring Semester. (Strasser)

NURS 678 Special Problems in Community Health Nursing (1-3) Provides alter-
native learning experiences: independent study; development of specific clinical compe-
tencies; classes focusing on a variety of special interest topics or topics of an interdepart-
mental nature within the broad category of community health nursing. Registration by
consent of adviser. Students may register for varying amounts of credit ranging from one-
three credits per semester with a maximum of six credits per degree. (Faculty)

NURS 680 Curriculum and Instruction in Nursing Education (3) This course
combines the elements of the curriculum process with instructional principles and meth-
odologies through both faculty and student conducted seminars. It is designed to assist the
student in the understanding and application of the foundations and methods of curricu-
lum development. Prerequisite or concurrent: NURS 604. (Blakeney)

NURS 682 Practicum in Teaching in Nursing (3) Experience in clinical and class-
room settings promotes the opportunity for development and increased skill in the total

teaching learning process. An analytical approach to teaching effectiveness is empha-
sized. Placement in junior colleges, baccalaureate programs or inservice settings is ar-
ranged according to track selected. Prerequisite or concurrent: NURS 680. (Matejski and
Faculty)

NURS 683 Practicum for Clinical Specialist in Nursing (4) Supervised experience
is provided by each clinical department which will prepare the graduate student to func-
tion in the role of clinical specialist. Placement may be in community or home settings,
chronic and long-term care facilities as well as intensive care units. Concurrent: NURS
684. (Jarrett and Faculty)

NURS 684 Seminar in Nursing-Clinical Specialization (2) This seminar focuses
on increasing organizational behaviors to function effectively as clinical nurse specialists.
Particular attention is given to improving the delivery of health care to consumers through
consultation, teaching, research, and clinical practice in medical-surgical, maternal and
child health, psychiatric (adult and child), gerontological and community health nursing.
Concurrent: NURS 683. (Jarrett)

NURS 685 Instructional Skills (3) This course, conducted by means of micro teach-
ing lab, fosters the development and analysis of selected teaching skills directed at prede-
termined levels of functioning in the cognitive, affective and psychomotor domains. Pre-
requisite: NURS 604 and two semesters of clinical course work. Prerequisite or
concurrent: NURS 680. (Faculty)

NURS 689 Special Problems in Clincal Specialization (1-3) The major objectives
of this independent study experience are to develop further competencies in the areas of
clinical specialization. Registration upon consent of adviser. Students may register for
one-three credits per semester with a maximum of six credits per degree. (Faculty)

NURS 691 Administration of Nursing Education (2) Application of administrative
processes as employed in nursing education settings. Comparison and contrasts of admin-
istrative skill requirements among types of educational programs will be addressed where
appropriate. Prerequisite: NURS 604. (Blakeney and Faculty)

NURS 692 Administration of Nursing Service (2) Examination and application of
administrative processes employed in nursing service settings. The independent and inter-
dependent functions of nurse administrators in an organization, at various levels of deci-
sion making, are identified and analyzed. Prerequisite: NURS 604. (Proulx)

NURS 693 Practicum in Nursing Service Administration (4) Field placements
provide for synthesis of learning through observation of and participation in administra-
tive activities. Placements are arranged to support skill development in keeping with the
student's career goals. Regular conferences with university instructors and field preceptor
enrich the student's learning opportunity. Prerequisite: NURS 692. (Proulx)

NURS 694 Practicum in Nursing Education Administration (4) Field placement
provides for synthesis of learning through observation of and participation in administra-
tive activities. Students may elect placement in baccalaureate or associate degree basic
education programs or in staff development settings. Regular conferences with university
instructors and the field preceptor enrich the student's learning opportunity. Prerequisite:
NURS 691. (Blakeney and Faculty)

NURS 695 Organization Development in Nursing (3) Explores the nature, origin,
and strategies of Organization Development. Concepts related to behavioral science inter-
ventions for organizational improvements are based on the processes of planning, orga-
nizing, leading, and evaluating. Prerequisite: NURS 604. (Proulx and Fritz)

NURS 696 Cases and Concepts in Nursing Administration (2) Second level
course in Nursing Administration. It is a required course for students whose major area of
concentration is Administration of Nursing Service/Education and is an elective course
open to all other students. The course focuses on administrative cases and is designed to
assist the student in exploring administrative concepts and analyzing administrative situa-
tions. Prerequisite: NURS 604. (Faculty)

NURS 697 Seminar in Nursing and Health Policy (2) This course focuses on the
structure and function of agencies that are responsible for formulating and implementing
health policy. Included are key skills related to formulating health policy: attention is
given to professional values clarification, writing skills, and legal terminology. Prerequi-
site: NURS 604, 606 (Blakeney and Faculty) "Proposed Course."

NURS 698 Special Problems in Nursing Administration (1-3) The major objec-
tive of this independent study experience is to develop further competencies in the area of
administration. Registration by consent of adviser. Student may register for one-three
credits per semester with a maximum of six credits per degree. (Faculty)

NURS 699 Practicum in Nursing-Health Policy (4) The practicum is experiential
learning in the use of various regulatory processes; namely, alterations, modification, dis-
placements, negotiations, confrontations, and ministrations in the formulation and imple-
mentation of policies that affect nursing specifically and health care in general. The prac-
ticum is 12 to 16 hours per week for one semester. Placements are made in (1) various
regulatory agencies within HEW and the State Health Department, (2) the student's se-
lected clinical nursing area of study. Emphasis is placed upon applying nursing knowl-
edge to health policy. Prerequisite: NURS 697 (Blakeney and Faculty) "Proposed
Course."

NURS 701 Research Methods and Materials in Nursing (3) One four-hour lec-
ture/lab a week. Includes basic understandings of the philosophy of research, the nature
of scientific thinking, methods of research study. Prerequisite: Basic statistics. (Faculty)

NURS 702 Application of Inferential Statistics to Nursing Research Designs

(2) This course emphasizes the requirements and interpretation of inferential procedures
widely used in nursing research designs. Statistical computer programs are utilized with
actual nursing data. Selection of the most appropriate procedure is stressed. Data snoop-
ing and alternative analyses are studied including bivariate correlation, partial correlation,
one-way ANOVA, ANCOVA. multiple regression and various nonparametric analyses.

Instrument reliability is computed and an overview of other procedures is presented. A
pragmatic rather than mathematical approach is used. A three-hour session each week
combines lecture and lab. Prerequisite: NURS 701. (Faculty)

NURS 708 Special Problems in Nursing Research (1-3) The major objective of
this independent study experience is to develop further research competencies. Registra-
tion upon consent of instructor. Variable amounts of credit ranging from one-three per se-
mester may be taken with a maximum of six credits per degree. (Faculty)

NURS 710 Health Supervision of the Well Child I (3) This is the first of two se-
quential courses which focus on health promotion and health maintenance for children.
This course deals primarily with the health needs of children during the first five years of
life. The student will function at a beginning level as a Nurse Practitioner in an ambula-
tory setting. Emphasis is placed on application of the nursing process: assessing the phys-
ical, personal and cognitive expressions of health of well children during the first five
years of life within the context of their family environments; developing plans of care
based on knowledge of the cultural patterns of the family and of the predominant pattern
of organization of the child's expressions of health, implementing and evaluating nursing
strategies to promote health and normal growth and development. Prerequisite: NURS
602, NURS 61 1 or permission of the instructor. (Faculty)

NURS 71 1 Health Supervision of the Well Child II (3) This is the second of two se-
quential courses which apply the conceptual framework of the graduate program and the
nursing process through communication and assessment skills, developing plans of care,
implementing and evaluating the use of selected regulatory processes to promote the per-
sonal, cognitive and physical health of children. The course focuses on the health needs
of school age children and adolescents. Normal growth and development are emphasized.
Prerequisite: NURS 710 or permission of instructor. (Faculty)

NURS 713 Common Health Problems of Children I (4) This is the first of two se-
quential courses which focus on selected health problems of children frequently encoun-
tered in ambulatory settings and the underlying alterations in health equilibrium. Em-
phasis is placed on problem identification, application of appropriate regulatory processes
and evaluation of the effectiveness of intervention. Prerequisite: NURS 602, NURS 611
or permission of instructor. (Faculty)

NURS 714 Common Health Problems of Children II (4) The focus of this second
of two sequential courses is selected health care problems of children and the underlying
alterations in health equilibrium. The problems considered will be of a more complex nat-
ure. Problem identification, application of appropriate regulatory processes and evaluation
of the effectiveness of intervention are emphasized. Prerequisite: NURS 713 or permis-
sion of instructor. (Faculty)

NURS 715 Advanced Primary Care of Children (5) This course is designed to as-
sist the student to integrate and synthesize the material from all course work, material pre-
viously learned and some new concepts in Primary Care Pediatric Nursing. Clinical expe-
riences will allow the student to assume a more independent role in assessing and
managing the health care of children from birth to adolescence as part of a multidiscipli-
nary health care team. Prerequisite: NURS 71 1 and NURS 714. (Faculty)

NURS 754 Liaison Nursing II (3) The second level course in psychiatric liaison nurs-
ing presents material relevent to specific patient populations which are targeted by the li-
aison practitioner. In the latter half of the course, the student begins to explore those is-
sues involved in working with nursing staff, rather than directly with patients to meet the
latter's psychological needs. In addition liaison research projects that were identified in
the first level course will be further developed to meet seminar paper or thesis require-
ments. Prerequisites: NURS 654. (Robinson)

in occupational health is considered in terms of legislation, private and public industry,
unionized and nonunionized workers. This course includes a variety of learning experi-
ences such as field trips where students have the opportunity to develop an interdiscipli-
nary approach to the population. AHEC experience is available. Prerequisite: NURS 602
or permission of instructor. Open to non-nursing majors. Offered Winter Semester.
(Northrop and Eells)

NURS 799 Master's Thesis Research (1-6) (Faculty)

NURS 801 Conceptual Basis for Nursing (2) This course provides experience in
conceptualizing health-related behavior as an initial step in nursing research. Biological,
psychological, cognitive and social dimensions of selected concepts relevant to nursing
practice are examined theoretically and operationally. The interrelatedness of these di-
mensions is viewed as constituting a major focus in the study of Man from a nursing per-
spective. (Kreider and Faculty)

NURS 802 Analysis of Direct Nursing Action (4) In this course clinical settings will
be utilized for the examination of client states and nursing actions. From a theoretical per-
spective students will develop and implement a plan for study of nursing actions and the
client states which are stimuli for and responses to nursing actions. Prerequisites: NURS
801 (Kreider)

NURS 803 Conceptualization of Nursing Systems (2) This course provides expe-
rience in analyzing the global context of nursing practice. Systems, theory and dynamics
are explored in detail; selected concepts are explored as interrelated factors influencing
episodic and distributive care and the organization and development of resources for nurs-
ing practice, education and research. (Faculty)

NURS 804 Analysis of Indirect Nursing Action (4) From theoretical and empirical
perspectives, indirect nursing actions are examined. The ways in which aspects of nursing
systems constrain, generate, and might be altered through nursing actions are investigated
in various settings. Emphasis is placed on identification, conceptualization and delinea-
tion of indirect nursing actions and the extent to which they support and alter direct nurs-
ing practice. (Faculty)

NURS 805 Analysis and Development of Nursing Theory (4) Issues and tech-
niques in theory analysis and construction are addressed. Extant nursing theories are ana-
lyzed, compared and evaluated in the light of stated criteria. A variety of metatheoretical
approaches to theory development are studied from the perspective of their existing and
potential use in nursing. Prerequisite: NURS 602 or equivalent. (Lenz and Faculty)

NURS 806 Seminar in Nursing Science (2) The focus of this seminar is on philo-
sophical and theoretical issues which must be considered in discovering and verifying
nursing knowledge. Advanced topics in theory development are addressed. Prerequisite:
NURS 805. (Faculty) "Proposed Course."

NURS 811 Measurement of Nursing Phenomena (3) The theoretical basis of mea-
surement will be presented as a foundation for the development and evaluation of mea-
surement tools for use in nursing research. Types of measures, techniques of construc-
tion, the statistical analysis of reliability and validity, and strengths and limitations for use
of selected measures in nursing research will be presented. Nursing research studies will
be evaluated relative to measurement theory. Tools and procedures including those used
to measure affective, cognitive, behavioral and physiological aspects of selected concepts
will be evaluated. Prerequisite: NURS 702 or equivalent. (Waltz)

NURS 812 Seminar in Nursing Measurement (3) The theoretical basis of measure-
ment will be applied in a highly individualized experience in the development and testing
of an instrument to measure a selected concept of relevance in nursing research. The sem-
inar will provide the opportunity for discussion of problems, issues and strategies in-
volved in tool construction and validation and for the sharing of experiences. Prerequisite:
NURS 811 (Waltz)

NURS 813 Design of Nursing Research (3) The emphasis in this course is on the
acquisition of methods and techniques for extending the scientific base of knowledge for
nursing practice. Research studies, taken from the health care literature, which address
questions of impact to nursing will serve as foci for discussion throughout the term. Re-
search designs and related statistical procedures will be examined in terms of their appro-
priateness for addressing various nursing problems. Small-scale research projects wil be
carried out in order to facilitate acquisition of desired skills. (Wolfe)

NURS 815 Seminar in Advanced Measurement and Design in Nursing Re-
search Design (3) The major emphasis in this course is on use of pre and quasi experi-
mental designs and related statistical procedures for the study of clinical nursing prob-
lems. Included are topics of particular interest to nurse researchers such as use of
professional judgement and standards, selecting clinically equivalent comparison groups',
gaining adequate research control in clinical nursing settings, use of evaluative research
techniques in evaluating the effectiveness of nursing care programs. This course is de-
signed as a sequel to NURS 813 which focuses on the design and analysis of experimental
nursing research. (Prescott) "Proposed Course."

NURS 818 Special Topics in Nursing Research (1-3) A directed individually
planned research experience which provides doctoral students the opportunity to work
collaboratively with a faculty member on an ongoing research project. Specific require-
ments and credit are determined by contractual agreement: repeatable to a to a maximum
of 6 credits. (Faculty)

NURS 888 Special Problems in Direct Nursing (1-3) Students select a topic of par-
ticular professional interest within the sphere of direct nursing, to be studied with a gradu-
ate faculty member with special competence in the subject area. Specific objectives and
requirements are determined by contractual agreement prior to registration. Repeatable to
a maximum of 6 credits. (Faculty)

NURS 898 Special Problems in Indirect Nursing (1-3) Students select on topic of
professional interest within the sphere of indirect nursing, to be studied with a graduate
faculty member with special competence in the subject area. Specific objectives and re-
quirements are determined by contractual agreement prior to registraiton. Repeatable to a
maximum of 6 credits. (Faculty)

NURS 899 Doctoral Dissertation Research Variable credit (Faculty)

NPHY 421, 422 Principles of Human Physiology (3, 3) Required for students ma-
joring in maternal and child nursing. Open to all other students (Urbaitis)

NPHY 480 Human Physiology (3) The focus of this course is directed toward the
study of selected areas in normal human physiology. Emphasis is given to analysis of nor-
mal function at the cellular and organ levels. Discussion of major regulatory and integra-
tive mechanisms of the body are elaborated to elucidate body function. This course ex-
pands upon a basic knowledge of physiology. (Selmanoff)

NPHY 610 Methods and Principles of Applied Physiology I (3) The first of two
sequential courses designed to provide the student with a deeper base of scientific knowl-
edge that correlates physiology and corresponding alterations to a process of clinical diag-
nosis and management. The course elaborates upon specific pathophysiologic principles
and a study of disease entities. It also provides exercises in applying epidemiological
knowledge in clinical practice and preventive health settings. Open to majors only. Pre1-
requisite: NPHY 480. Concurrent: NURS 613 (Faculty)

NPHY 611 Methods and Principles of Applied Physiology II (3) The last of two
sequential courses designed to provide the student with an indepth base of scientific
knowledge that correlates physiology and corresponding alterations to a process of clini-
cal diagnosis and management. The course elaborates upon specific pathophysiologic en-
tities and study of disease entities. It also provides exercises in applying epidemiological
knowledge in clinical practice and preventive health settings. Prerequisite: NPHY 480 and
NPHY 610. Concurrent: NURS 614. Open to majors only. (Faculty)

CONTINUING EDUCATION
PROGRAM

The Continuing Education Program is designed to facilitate the life-long learning process
of individual nurses and provides an essential bridge between the School of Nursing and
the nursing community in Maryland. The program offers workshops, short courses and
seminars which build upon the basic preparation of the registered nurse and serve to en-
hance or update knowledge and professional competence in the delivery of health serv-
ices. Aware of the expanding decision-making responsibilities now confronting nurses,
the program provides for opportunities to learn about new concepts in professional nurs-
ing, and bring participants into dialogue with colleagues in the nursing profession as well
as experts in related fields.

Activities are coordinated with other professional groups, institutions and health related
agencies in the state to encourage cooperative planning and interprofessional program-
ming. Regional committees consisting of nurses in western and southern Maryland and
the Eastern Shore assist with identification of continuing education needs and participate
in planning and implementing individual offerings in those regions.

The School of Nursing Committee for Continuing Education serves in an advisory capac-
ity for program development and evaluation. Faculty members participate in planning for
and teaching in specific offerings and serve as consultants as appropriate.

The Interprofessional Council for Continuing Education, UMAB, is composed of the Di-
rectors of Continuing Education in the six professional schools. The number and scope of
interprofessional offerings has increased considerably as a result of the Council's activi-
ties.

The Director of the Continuing Education Program serves as a consultant to the faculty of
an ongoing Primary Care Nurse Practitioner Program which is supported by a grant from
the Division of Nursing, DHEVV.

Appropriate continuing education units (CELTS) based upon guidelines and criteria estab-
lished by the National Task Force on the Continuing Education Unit are awared to partici-
pants completing offerings sponsored or co-sponsored by the School of Nursing.

ADMINISTRATION
AND FACULTY

Board of Regents

Mr. Peter F. O'Malley, Chairman. 1985

The Hon. Joseph D. Tydings. Vice Chairman, 1984

Mr. Percy M. Chaimson, Secretary, 1981

Mr. A. Paul Moss, Treasurer, 1983

Mrs. Mary H. Broadwater. Assistant Secretary, 1983

Mr. George W. Wilson, Jr. Assistant Treasurer, 1981

The Hon. Wayne A. Cawley, Jr., Ex-officio

Mr. Ralph W. Frey. 1981

Dr. Samuel H. Hoover. 1982

The Hon. Blair Lee. III. 1985

Mr. Allen L. Schwait, 1984

Mrs. Constance C. Stuart. 1985

Mr. Wilbur G. Valentine. 1982

Mrs. Jennifer A. Walker. 1981

Mr. John W. T. Webb. 1985

University of Maryland-Central Administration

President

John S. Toll. B.S.. Yale University. 1944: A.M.. Princeton University. 1948; Ph.D..
1952.

Executive Vice President Albin O. Kuhn. B.S.. University of Maryland. 1938: M.S..
1939: Ph.D.. 1948.

Vice President for Academic Affairs

David Adamany. A.B., Harvard College. 1958: J.D.. Harvard Law School. 1961: M.S..

University of Wisconsin. 1963: Ph.D.. 1967.

Vice President for General Administration

Warren W. Brandt, B.S.. Michiean State University. 1944; Ph.D.. University of Illinois.

1949.

Vice President for Graduate Studies and Research

David S. Sparks, B.A., Grinnell College, Iowa, 1944; M.A., University of Chicago,

1945; Ph.D., 1951.

Vice President for Agricultural Affairs and Legislative Relations
Frank L. Bentz. Jr.. B.S.. University of Maryland 1942: Ph.D.. 1952.

Vice President for University Development

Robert G. Smith. B.S.. State University of New York at Geneseo. 1952; M.A.. Ohio

University. 1956.

University of Maryland at Baltimore - Deans

Dean. Dental School

Errol L. Reese. B.S.. Fairmont State College. 1960; M.S.. University of Detroit. 1968:

D.D.S.. University of West Virginia. 1963.

Dean, Graduate School and Interprofessional Studies (Acting)

Ross W. I. Kessel. M.B.. B.S.. University of London. 1956: Ph.D.. Rutgers. The State

University. 1960.

Dean, School of Law

Michael J. Kelly. B.S.. Princeton University. 1959; Ph.D.. Cambridge University. 1964;

LLB.. Yale Law School. 1967.

Dean, School of Medicine

John M. Dennis. B.S.. University of Maryland. 1943; M.D.. 1945.

Dean, School of Nursing

Nan B. Hechenberger. B.S., Villanova University, 1956; M.S., The Catholic University

of America. 1959; Ph.D.. 1974; (RN)

Dean. School of Pharmacy

William J. Kinnard. Jr.. B.S.. University of Pittsburgh. 1953; M.S.. 1955; Ph.D.. Pur-
due University. 1957.

Dean. School of Social Work and Community Planning

Ruth H. Young, A.B.. Wellesley College, 1944; M.S.S.W.. The Catholic University of

America. 1949; D.S.W.. 1965.

University of Maryland at Baltimore - Campus Administration

Chancellor

Albin O. Kuhn. B.S., University of Maryland, 1938; M.S.. 1939; Ph.D.. 1948.

Vice Chancellor for Health Affairs

John M. Dennis. B.S.. University of Maryland. 1943; M.D.. 1945.

Assistant to the Chancellor

Roy Borom. B.A., Wooster College. 1959; M.S.S.A.. Western Reserve University

School of Applied Social Sciences. 1951.

Director of Admissions and Registrations

Wayne A. Smith. B.S.. University of Maryland. 1962.

Director of Business Sen-ices

Robert C. Brown. B.A.. University of Maryland. 1963.

Director of Health Sciences Computer Center

Donn Lewis. B.S.. University of Maryland. 1973; M.B.A.. University of Marvland

1976.

Director of Personnel

Ronald J. Baril. B.S. Ed.. Bridgewater State College. Massachusetts, 1965.

Director of Student Financial Aid

James H. Nolan, B.S., University of Wisconsin-Madison, 1965.

Director of Physical Plant

Robert L. Walton. B.S.. University of Maryland, 1938.

Director of Student Health Services

Wilfred H. Townshend, B.A.. Johns Hopkins University. 1936; M.D., University of

Maryland. 1940.

Director of University of Maryland Hospital

G. Bruce McFadden B.S.. Virginia Polytechnic Institute. 1957; M.H.A.. Medical Col-
lege of Virginia. 1961.

Director of University Relations

Louise M. White, A.B.. Randolph-Macon Woman's College. 1959: M.L.A., Johns

Hopkins University. 1965.

Librarian. Health Sciences Library

Cyril C. H. Feng. B.A.. Tamkang College. Taiwan. 1961: M.S.. University of Ken-
tucky. 1965.

School of Nursing Administration

Nan B. Hechenberger, Dean and Professor

B.S.. Villanova University. 1956: M.S.. The Catholic Univeritv of America. 1959:
Ph.D.. 1974; (RN)

Frieda M. Holt, Associate Dean for Graduate Studies and Professor

B.S.. Univerity of Colorado. 1956; M.S.. Boston Univerity, 1969; Ed.D.. 1973;
(RN)

Rachel Z. Booth, Acting Associate Dean for Undergraduate Studies and Associate
Professor. B.S.. University of Maryland. 1968: M.S.. 1970 Ph.D.. 1978; (RN)

Ann S. Madison, Assistant Dean for Academic Services and Associate Professor

B.S.. University of Maryland. 1962; M.S.. University of Pennsylvania. 1964; Ph.D..
University of Maryland. 1973; (RN)

Frances P. Koonz, Director of Continuing Education and Faculty Development

and Assistant Professor. B.S.. Seton Hall University. 1954: M.S.. The Catholic Uni-
versity of America. 1961: (RN)

Helen R. Kohler, Director, Special Outreach Project and Associate Professor

B.S.. University of Pennsylvania. 1960; M.S.. University of Minnesota, 1962;
Ph.D.. University of North Carolina, 1974; (RN)

Elizabeth R. Lenz, Director, Doctoral Program and Associate Professor

B.S.N. , DePaul University, 1964; M.S., Boston College, 1967; Ph.D., University of
Delaware, 1976; (RN)

Sonya R. Shelley, Director. Center for Research and Evaluation and Professor

B.S.. University of Wisconsin, 1958; M.Ed.. University of Maryland, 1971; Ph.D..
1974

Brian Naughton. Director. Instructional Media Center and Assistant Professor
B.S.. State University of New York. 1970: M.A.. Ohio State University, 1971

Malissa Harkleroad, Director. Undergraduate Admissions and Progressions and
Associate Professor

B.S.N. , Medical College of Virginia. 1956; M.S.N. . University of North Caro-
lina, 1961; Ph.D., The Catholic University of America. 1973; (RN)

Hazle Blakeney, Chairperson, Career Development and Professor

B.S., Kansas State College, 1946; M.S., Teacher's College. Columbia University,
1953; Ed.D., 1967; (RN)

Colette Jones, Acting Chairperson, Primary Care Nursing and Assistant Professor
B.S.. University of Nebraska, 1958; M.S.. The Catholic University of America.
1972: Ph.D., University of Maryland, 1978: (RN)

Mary V. Neal, Chairperson. Maternal and Child Nursing and Professor

B.S.. University of Maryland. 1949; M. Litt.. University of Pittsburgh. 1952; Ph.D..
New York University. 1968: (RN)

Marlene B. Reid, Chairperson, Psychiatric Nursing and Associate Professor

B.S.N. . The Catholic University of America, 1960; M.S.N. . 1961; Ph.D.. 1969;

(RN)

M. Virginia Ruth, Chairperson. Community Health Nursing and Associate Professor
B.S., Georgetown University, 1953; M^S., Yale Univerity, 1961; Dr. P.H., Johns
Hopkins University, 1976; (RN) Certified Nurse Midwife

Betty Shubkagel, Chairperson. Medical and Surgical Nursing and Professor

B.S.. University of Maryland. 1954: M.N.. Emory University. 1957: Ph.D.. Univer-
sity of Maryland. 1976: (RN)

Mary Rapson, Acting Chairperson Junior Year and Assistant Professor
B.S., University of Maryland, 1961; M.S., 1967; (RN)

Lesley Perry, Acting Chairperson. Senior Year and Assistant Professor

B.S.N. . Roberts Wesleyan College, 1966; M.S., Boston University, 1969; (RN)

RoAnne Dahlen, Chairperson, Registered Nurse Program and Assistant Professor
B.S.. Columbia University, 1961; M.A.. New York University, 1964; D.N.Sc. The
Catholic University of America. 1980; (RN)

Nurses' Alumni Association

Officers for 1980-81 Board of Directors

Ruth Bush Lovett. President Jean Warfield Donnelly

Catherine Kerr, First Vice President Claire Greenhouse

Thelma Kleckner, Second Vice President Carla Miller

Doris Webb. Secretary Debbie Barton
Elaine Crow, Treasurer

THE FACULTY

University of Maryland School of Nursing

Adams, Deborah, Instructor of Nursing (Pediatric Nursing)

B.S.N., University of Virginia, 1976; M.S.N., University of North Carolina, 1980; (RN)

Akehurst, Alice J., Advisor-Office of Admissions and Progressions, Assistant
Professor of Nursing B.S., University of Maryland, 1958; M.S., 1966; (RN)

Arnold, Elizabeth C, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Georgetown University, 1961; M.S., Catholic University of America, 1964; (RN)

Await, Kathleen A., Instructor of Primary Care Nursing (Graduate Program)
B.S.. Villanova University, 1971; M.S.. University of Colorado. 1976; (RN)

Balassone, Patricia, Instructor of Primary Care Nursing (Graduate Program)
B.S., University of Maryland, 1974; M.S., 1979; (RN)

Baldwin, Beverly, Assistant Professor of Gerontological Nursing (Graduate Program)

B.S.N., Northwestern State University, 1966; M.S., University of Iowa, 1970; M.A., University of New
Orleans, 1975; Ph.D., University of Kentucky, 1980; (RN)

Bausell, R. Barker, Associate Professor, Center for Research and Evaluation
B.S., University of Delaware, 1968; Ph.D., 1976

Bayne, Marilyn, Assistant Professor of Nursing (Medical and Surgical)
B.S., University of Maryland, 1974; M.S., 1977; (RN)

Beaumont, Christine, Instructor of Nursing (Medical and Surgical Nursing)
B.S.N. , University of Maryland, 1975; M.S., 1976; (RN)

Bertsch, Coleen, Instructor of Nursing (Family Nurse Clinician)

B.S.N. , University of Tennessee, 1962; M.S.N. , Mississippi University for Women, 1977; (RN)

Blakeney, Hazle E., Chairperson, Career Development and Professor (Graduate

Program) B.S., Kansas State College, 1944; M.A., Teachers College, Columbia University, 1961; Ed.D.,
1967; (RN)

Boland, Barbara, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., Catherine Spaulding College, 1960; M.S., University of Maryland, 1973; (RN)

"Booth, Rachel Z., Acting Associate Dean for Undergraduate Studies and

Associate Professor B.S., University of Maryland, 1968; M.S., 1970; Ph.D., 1978; (RN)

Brooks, Naomi, Assistant Professor of Nursing (Community Health Nursing)
B.S., University of Maryland, 1961; M.S., 1976; (RN)

Brophy, Merril C, Instructor of Nursing (Pediatric Nursing )

B.S., Western Reserve University, 1966; M.S., University of Maryland, 1978; (RN)

"Buckley, Kathleen, Instructor of Maternal and Child Nursing (Graduate Program)
B.S., University of Maryland, 1973; M.S., 1976; (RN)

ButZ, Arlene, Instructor of Primary Care Nursing (Graduate Program)

B.S.N. , Pennsylvania State University, 1973; M.S.N. , Catholic University of America, 1978; (RN)

Cain, Ann M., Professor of Psychiatric Nursing (Graduate Program)

B.S., Ohio State University, 1956; M.S., University of Colorado, 1959; Ph.D., University of Maryland,
1972; (RN)

Campbell, Kathleen, Instructor of Nursing (Pediatric Nursing)
B.S.N. , University of Maryland. 1973; M.S., 1980; (RN)

Campbell, Nayna, Assistant Professor of Maternal and Child Nursing (Graduate Program)

A.B., University of Kentucky, 1969; B.S.N. , University of Texas, 1971; M.A., 1970; M.S.N. , 1973; (RN)

Cardinale, Sandra, Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., University of Maryland, 1959; M.S., 1975: (RN)

Carson, Verna J., Assistant Professor of Nursing (Psychiatric Nursing)
B.S., University of Maryland, 1968; M.S., 1973; (RN)

Chichester, Myra, Assistant Professor of Nursing (Maternity Nursing)

B.S.N. , Columbia University, 1957; M.S., University of Maryland. 1971, (RN)

Ciamillo, Carmiele, Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., Seton Hall University, 1968; M.S., University of Maryland, 1974; (RN)

Claflin, Marjorie E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Bridgeport, 1963; M.S., University of Maryland, 1970; (RN)

Cogliano, Janet, Assistant Professor of Medical and Surgical Nursing (Graduate Program)
B.S.. University of Maryland, 1965; M.S.N. , Catholic University of America, 1975; (RN)

Connolly, Charlene, Instructor of Gerontological Nursing (Graduate Program)
B.S.N. . Duke University, 1976; M.S.N. , University of Maryland. 1980; (RN)

Cook, Katherine C, Instructor of Nursing (Medical and Surgical Nursing)
B.S., University of Maryland, 1972; M.S., 1978; (RN)

Coughlin, Arlene M., Assistant Professor (Nutrition)

B.S., College of Misericordia, 1964; M.S., University of Maryland, 1973

Cusson, Regina, Instructor of Nursing (Maternal and Child)

B.S.. St. Joseph's College. 1971; M.S.. University of Maryland. 1978; (RN)

Dahlen, RoAnne, Chairperson, Registered Nurse Program, Assistant Professor of Nursing

B.S., Columbia University, 1961; M.A., New York University, 1964; D.N.Sc, Catholic University of
America, 1980; (RN)

Damrosch, Shirley P., Assistant Professor, Center for Research and Evaluation
B.A., Ohio State University, 1954; Ph.D., University of Minnesota, 1975

Dorsey, Donna M., Assistant Professor of Nursing (Community Health Nursing)
B.S., East Carolina University, 1967; M.S., University of Maryland, 1975, (RN)

Edmunds, Marilyn, Assistant Professor of Primary Care Nursing (Graduate Program)
B.S., Brigham Young University, 1964; M.S., DePaul University. 1970; (RN)

Eells, Mary Ann, Associate Professor of Community Health Nursing (Graduate Program)

B.S., State University of New York, 1955; M.S., University of Rochester, 1968; Ed.D., 1970; (RN)

Emrich, Carol, Instructor of Medical and Surgical Nursing (Graduate Program)
B.S., University of Maryland. 1970; M.S., 1974; (RN)

Feroli, Kathleen, Instructor of Nursing (Pediatric Nursing)
B.S.N. , University of Maryland, 1973; M.S., 1980: (RN)

Fischman, Susan, Associate Professor of Maternal and Child Nursing (Graduate Program)

B.S.N. , University of Michigan, 1957; M.P.H., Johns Hopkins University, 1965; Dr. P.H., 1974; (RN);
Certified Nurse Midwife

Fortier, Julie C, Assistant Professor of Nursing (Maternity Nursing)

B.S.. Medical College of Georgia. 1966; M.S., University of Maryland, 1968; (RN)

'Fortna, Nancy, Instructor of Nursing (Nursing of Children)
B.S.N. , University of Pennsylvania, 1964; M.S.N. , 1966; (RN)

Fontaine, Dorothy, Instructor of Nursing (Medical and Surgical Nursing i
B.S., Villanova University, 1972; M.S.. University of Maryland, 1977; (RN)

Frit2, Winona, Assistant Professor of Nursing, Career Development (Graduate Program)
B.S.N., University of Missouri. 1968; M.S.. University of Maryland, 1977; (RN)

Funk, Karen L, Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., Johns Hopkins University, 1971; M.Ed., 1973; (RN)

Gerardi, Ruth, Instructor of Nursing (Medical and Surgical Nursing)

B.S.N. , Widener University, 1971; M.S., University of Maryland, 1970: (RN)

Giles, Lois A., Instructor of Nursing (Psychiatric Nursing)
B.S., University of Maryland. 1975; M.S., 1977; (RN)

Glpe, Florence M., Dean Emerita

B.S., Catholic University of America, 1937; M.S.. University of Pennsylvania, 1940; Ed.D.. University of
Maryland, 1952; (RN)

"Gordon, Dorothy L., Assistant Professor of Medcial and Surgical Nursing (Graduate Program)

B.S.N. , University of Pennsylvania, 1963; M.A., New York University, 1968; D.N.Sc, The Catholic Uni-
versity of America, 1975; (RN)

Grimm, Patricia M., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Connecticut, 1964; M.S., Catholic University, 1976; (RN)

Guberski, Thomasine, Assistant Professor of Primary Care Nursing (Graduate Program)
B.S., American International College, 1964; M.S., University of Michigan, 1969; (RN)

Gunnett, Ann E., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of Maryland, 1968; M.S., Case Western Reserve University, 1975; (RN)

Hale, Shirley L, Associate Professor of Nursing (Psychiatric Nursing)

B.S., University of Pennsylvania, 1957; M.S., University of Maryland, 1960; Ph.D.. 1974; (RN)

Hall, Pamela S., Instructor of Medical-Surgical Nursing (Graduate Program)
B.S., University of Maryland. 1974; M.S.. 1980; (RN)

Hardman, Margaret A., Assistant Professor of Nursing (Maternity Nursing)
B.S., University of Oregon, 1955; M.S., University of Maryland, 1972; (RN)

Harkleroad, Malissa A., Director, Undergraduate Admissions; Progressions and Associate Professor

B.S.N. , Medical College of Virginia, 1956; M.S.N. , University of North Carolina, 1961; Ph.D., Catholic
University of America, 1973; (RN)

Harrison, Jeannine, Assistant Professor of Maternal and Child Nursing (Graduate Program)
B.S., Teachers College, Columbia University, 1963; M.S., New York University, 1966; (RN)

*Harvey, Ann H., Assistant Professor of Medical and Surgical Nursing (Graduate Program)
B.S., University of Maryland, 1964; M.S., 1967; (RN)

Hechenberger, Nan B., Dean and Professor

B.S., Villanova University. 1956; M.S., The Catholic University of America, 1959; Ph.D., 1974; (RN)

Henderson, Kathryn, Assistant Professor of Nursing (Psychiatric Nursing)
B.S., Syracuse University, 1970; M.S., University of Maryland, 1974; (RN)

*Hicks, Johnnye M., Assistant Professor of Maternal and Child Nursing (Graduate Program)

B.S., Winston-Salem University, 1961; M.S., Yale University, 1965; (RN); Certified Nurse Midwife

Holt, Frieda M., Associate Dean for Graduate Studies and Professor (Graduate Program)
B.S., University of Colorado, 1956; M.S., Boston University. 1969; Ed.D., 1973; (RN)

Horensky, Judith L, Instructor of Nursing (Community Health Nursing)

B.S.N. , University of Pittsburgh, 1964; M.S.. University of Maryland, 1978; (RN)

Hutchins, Elizabeth, Associate Professor of Maternal and Child Nursing (Graduate Program)

B.S., Boston University, 1957; M.S., 1962; M.A., University of Washington, 1973; Ph.D., 1978; (RN)

Ibrahim, Elvira R., Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S.N., D'Youville College, 1971; M.S., University of Maryland, 1973; (RN)

"Jacox, Ada, Professor of Nursing, Career Development (Graduate Program)

B.S., Columbia University, 1959; M.S. .Wayne State University. 1965; Ph.D.. Case Western Reserve Uni-
versity, 1969; (RN)

Jarrett, Grace, Assistant Professor of Nursing, Career Development: Clinical Specialization (Graduate Pro-
gram)

B.S.N., Hunter College, 1973; M.A., Columbia University, 1974; Ph.D., University of Maryland, 1979;
(RN)

Jensen, JoAnne, Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S., University of South Carolina, 1970; M.S., University of Colorado, 1976: (RN)

Jimerson, Suzanne F., Assistant Professor of Nursing (Psychiatric Nursing)
B.S., Cornell University, 1972; M.S., University of Maryland, 1976; (RN)

"Jones, L. Colette, Acting Chairperson, Primary Care Nursing and Assistant Professor

B.S., University of Nebraska, 1958; M.S., The Catholic University of America, 1972; Ph.D.. University of
Maryland, 1978; (RN)

*Keen, Mary Frances, Assistant Professor of Medical and Surgical Nursing (Graduate Program)
B.S.N. , University of Maryland. 1973: M.S.. 1976: (RN)

Kennedy, Patricia H., Assistant Professor of Nursing (Psychiatric Nursing)
B.S., University of Maryland, 1962; M.S., 1963; (RN)

Kleeman, Karen M., Assistant Professor of Medical and Surgical Nursing (Graduate Program)
B.S., Columbia Union College, 1968; M.S., University of Colorado, 1971; (RN)

"Kohler, Helen R., Director, Outreach Program and Associate Professor of Nursing (Community Health
Nursing)

B.S., University of Pennsylvania, 1960; M.S., University of Minnesota, 1962; Ph.D., University of North
Carolina, 1974; (RN)

Koonz, Frances P., Director of Continuing Education and Assistant Professor

B.S., Seton Hall University, 1954; M.S., Catholic University of America, 1961; (RN)

Krauss, Nancy E., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Johns Hopkins University, 1965; M.S., University of Maryland, 1967; (RN)

Kreider, Mildred S., Associate Professor of Medical and Surgical Nursing (Graduate Program)
B.S.N. , Goshen College, 1958; M.S., University of Maryland. 1968; Ph.D., 1976; (RN)

Kub, Joan Ellen, Instructor of Nursing (Community Health Nursing)

B.S., South Dakota State University, 1973; M.S., University of Maryland, 1976: (RN)

Kubel, Robin, Assistant Professor of Maternal and Child Nursing (Graduate Program)

B.S.N. , Fairleigh Dickinson University, 1967; M.S., University of Maryland, 1971; Ph.D., 1976; (RN)

Kunder, Antonia, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Colorado, 1968; M.S., University of Maryland, 1973: (RN)

Leidy, Susan, Instructor of Nursing (Medical and Surgical Nursing)

B.S., Elizabethtown College, 1970; M.S.N., University of Pennsylvania, 1972; (RN)

Lenz, Elizabeth R., Director of Doctoral Program and Associate Professor (Graduate Program)

B.S.N. , DePaul University, 1964; M.S., Boston College, 1967; Ph.D., University of Delaware, 1976: (RN)

Linthicum, Louise R., Associate Professor of Nursing (Maternal and Child Nursing)

B.S., Johns Hopins University, 1959; M.S., University of Maryland, 1964; Ph.D., 1975; (RN)

McBee, Betty M., Assistant Professor of Nursing (Maternity Nursing)
B.S., University of Maryland, 1967; M.S., 1971; (RN)

"McElroy, Evelyn M., Associate Professor of Psychiatric Nursing (Graduate Program)

B.S., University of Colorado, 1961; M.S., University of Maryland, 1966; Ph.D., 1973; (RN)

McEntee, Betty M., Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., Seton Hall University, 1968: M.S., University of Maryland, 1973; (RN)

McFadden, Ellen A., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Virginia, 1973; M.S., University of Maryland, 1974; (RN)

McGinty, Margaret A., Assistant Professor of Nursing (Medical and Surgical Nursing) B.S., University of
Maryland, 1971; M.S., 1974; (RN)

McGurn, Wealtha C, Associate Professor of Primary Care Nursing (Graduate Program)

B.S.N. , University of Vermont, 1961; M.S., University of Pennsylvania, 1965; M.A., 1971; Ph.D., 1976;

(RN)

McKinney, Denise, Instructor of Nursing (Medical and Surgical Nursing)

B.S., University of Delaware, 1973; M.S., University of Maryland, 1978; (RN)

Madison, Ann, Assistant Dean for Academic Services and Associate Professor

B.S., University of Maryland, 1962; M.S., University of Pennsylvania, 1964; Ph.D., University of Mary-
land, 1973; (RN)

Maguire, Maureen, Assistant Professor of Primary Care Nursing (Graduate Program)
B.S.N., University of Pennsylvania, 1969; M.S.N. , 1971; (RN)

Marsan Mosely, H. Jewel, Associate Professor of Medical and Surgical Nursing (Graduate Program)
B.S.; University of Maryland, 1959; M.S., 1963; (RN)

Martin, Pamela, Instructor of Nursing (Psychiatric Nursing)

B.S., University of Cincinnati, 1964; M.S., University of Maryland, 1977: (RN)

Matejski, Myrtle S., Assistant Professor, Career Development: Teaching of Nursing (Graduate Program) B.S.,
Boston University, 1953; M.S., 1954; A.M., 1958; Ph.D., University of Maryland, 1977; (RN)

Mayer, Judith A., Assistant Professor of Nursing (Maternity Nursing)
B.S., Northern Illinois University, 1973; M.S., 1974;(RN)

Maurer, Frances, Instructor of Nursing (Medical and Surgical Nursing)

B.S., California State University, 1977; M.S.N. , University of Maryland, 1979; (RN)

Melcolm, Norma J., Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., Medical College of Georgia, 1966; M.S., University of Maryland, 1969; (RN)

*Micka, Georgia, Instructor of Primary Care Nursing (Graduate Program)

B.S., Columbia University, 1966; M.S., University of Maryland, 1979; (RN)

Miller, Patricia, Instructor of Nursing (Medical and Surgical Nursing)

B.S., Loyola College, 1974; B.S., Johns Hopkins University, 1977; M.S., University of Maryland, 1979;
(RN)

Modesty, Maureen O'Brien, Assistant Professor of Nursing (Psychiatric Nursing)
B.S., Boston College, 1964; M.A., Boston University, 1967; (RN)

Morgan, Ann, Assistant Professor of Nursing (Continuing Education)
B.S.N. , Catholic University of America, 1960; M.S.N., 1971; (RN)

Moser, Rose Marie, Counselor

B:A., University of Pennsylvania, 1976; M.S., 1977

Naughton, Brian, Director, Instructional Media Center and Assistant Professor
B.S., State University of New York, 1970; M.A., Ohio State University, 1971

Neal, Margaret T., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Southern Missionary College, 1965; M.S.N. , Catholic University of America, 1970; (RN)

Neal, Mary V., Chairperson, Maternal and Child Nursing and Professor (Graduate Program)

B.S., University of Maryland, 1949; M. Litt., University of Pittsburgh, 1952; Ph.D., New York University,
1968; (RN)

Neff, Phyllis, Instructor of Nursing (Maternal-Child)

B.S., University of Maryland, 1976; M.S., University of Maryland, 1979

*Niklewski, Roberta, Assistant Professor of Nursing (Psychiatric Nursing)

B.S.N., St. Joseph College, 1972; M.S.N., University of Maryland, 1975; (RN)

Northrop, Cynthia E., Assistant Professor of Gerontological Nursing (Graduate Program)

B.S., Columbia Union College, 1972; M.S., University of Maryland, 1975; J.D., University of Baltimore.
1979; (RN)

O'Connor, Catherine E., Assistant Professor of Gerontological Nursing (Graduate Program)
B.S., University of Maryland, 1975; M.S., 1977; (RN)

O'Mara, Ann M., Assistant Professor of Nursing (Medical and Surgical Nursing)

B.S.N. , State University of New York, 1972; M.S.N. , Catholic University of America, 1977; (RN)

Parelhoff, Sally J., Assistant Professor of Nursing (Community Health Nursing)
B.S., Johns Hopkins University, 1965; M.S., University of Maryland, 1972: (RN)

Parker, Barbara J., Assistant Professor of Nursing (Psychiatric Nursing)

B.S., University of Illinois, 1968; M.S., University of Maryland, 1972; (RN)

Peeples, Robin, Instructor of Nursing (Pediatrics)

B.S., University of South Carolina, 1975; M.S., University of Maryland, 1980

Perry, Lesley, Acting Chairperson, Senior Year and Assistant Professor (Pediatric Nursing)
B.S.N., Robert Wesleyan College, 1966; M.S., Boston University, 1969: (RN)

Prescott, Patricia, Associate Professor of Nursing, Center for Research and Evaluation

B.S., University of California, 1965; M.S., 1967; M.A., University of Denver, 1974; Ph.D., 1977; (RN)

Proulx, Joseph R., Professor, Career Development: Administration of Nursing

B.S., University of Bridgeport, 1961; M.S.N. , University of Pennsylvania, 1966; Ed.D., Teachers College,
Columbia University, 1972; (RN)

Rankin, Elizabeth, Assistant Professor of Nursing (Psychiatric Nursing)
B.S.N. , University of Maryland, 1970; M.S., 1972; Ph.D., 1979; (RN)

Rapson, Mary, Acting Chairperson, Junior Year, Assistant Professor
B.S., University of Maryland, 1961; M.S., 1967; (RN)

Rawlings, Norma R., Assistant Professor of Nursing (Maternity Nursing)

B.S., Winston— Salem University. 1964; M.S., University of Maryland. 1968: (RN)

Reid, Marlene B., Chairperson, Psychiatric Nursing and Associate Professor (Graduate Program)
B.S.N. , The Catholic University of America. 1960; M.S.N. . 1961; Ph.D.. 1969; (RN)

Reiff-Ross, Eleanor R., Assistant Professor, Center for Research and Evaluation

A.B., Hunter College, 1947; A.M., Columbia University, 1948; M.Ed.. University of Maryland, 1968;
Ph.D.. 1972

Robinson, Lisa, Professor of Psychiatric Nursing (Graduate Program)

B.S., American University. 1961; M.S., University of Maryland, 1965; Ph.D., 1970; (RN)

Rogers, Peggy P., Assistant Professor, Center for Research and Evaluation
B.A., Park College, 1969; M.A., George Peabody College, 1974; Ph.D.. 1976

Romeo, Roberta M., Instructor of Nursing (Medical and Surgical Nursing)
B.S.. Medical College of Georgia, 1975: M.S.. 1976; (RN)

Rubin, Rita L, Instructor of Psychiatric Nursing (Graduate Program)
B.S., University of Maryland, 1974; M.S., 1978; (RN)

Ruth, M. Virginia, Chairperson, Community Health Nursing and Associate Professor (Graduate ProgTam)
B.S., Georgetown University. 1953; M.S.. Yale University. 1961: Dr. PH.. Johns Hopkins University,
1976: (RN) Certified Nurse Midwife

Ryan, Judith W., Assistant Professor of Primary Care Nursing (Continuing Education)
B.S., University of Connecticut, 1965; M.S., Boston University, 1967; (RN)

Sands, Rosetta F., Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., University of Maryland, 1966; M.S., 1970; (RN)

Sapperstein, Anne, Instructor of Primary Care Nursing (Continuing Education)

B.S.N. , University of Maryland, 1971; M.P.H., Johns Hopkins University, 1977; (RN)

Sappington, Ellen, Instructor of Nursing (Medical and Surgical Nursing)
B.S., University of Maryland, 1974; M.S., 1976; (RN)

Schweitzer, Betty, Assistant Professor of Primary Care Nursing (Graduate Program)
B.S., New York University, 1959; M.A., 1971; (RN)

Scipio, JoAnn, Instructor of Nursing (Maternal and Child Nursing)
B.S.N. , Catholic University. 1973: M.S.N., 1974; (RN)

Scott, Doris E., Assistant Professor of Nursing (Psychiatric Nursing)
B.S.N. , Dillard University, 1963; M.S., Boston University, 1968; (RN)

Scott, Jane, Instructor of Primary Care Nursing (Continuing Education)

B.S.N. , Duke University, 1973; M.S.N., Wayne State University, 1978; (RN)

Scott, Jessie M., Associate Professor. Career Development: Nursing Health Policy (Graduate Program I

B.S., University of Pennsylvania. 1943: M.A.. Teachers College. Columbia University, 1949: (RN)
Shelley, Sonya I., Director. Center for Research and Evaluation, Professor

B.S., University of Wisconsin, 1958; M.Ed.. University of Maryland. 1971; Ph.D., 1973

Shubkagel, Betty L, Chairperson, Medical and Surgical Nursing and Professor (Graduate Program)

B.S., University of Maryland, 1954: M.N., Emory University, 1957; Ph.D.. University of Maryland. 1976;
(RN)

Simmons, Valerie, Instructor of Nursing (Medical and Surgical Nursing)
B.S.. University of Maryland. 1976: M.S.. 1977: (RN)

Skinner, Suzanne, Instructor of Nursing (Medical and Surgical Nursing)
B.S.N., University of Maryland, 1976; M.S.N. , 1979; (RN)

Smith, Claudia M., Assistsant Professor of Nursing (Community Health Nursing)

B.S., University of Maryland, 1965: M.P.H., University of North Carolina, 1971; (RN)

Smith, Ruth S., Assistant Professor of Nursing (Medical and Surgical Nursing)
A.B., Asbury College. 1960: M.N.Ed., University of Pittsburgh, 1964; (RN)

Soeken, Karen, Assistant Professor. Center for Research and Evaluation

B.A., Valpariso University, 1965: M.A.. University of Maryland, 1970; Ph.D..

Spellbring, Ann Marie, Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S.N. , University of Pennsylvania, 1967; M.S.. University of Maryland, 1973: (RN)

Spivack, Barbara J., Coordinator for Student Development Services A.B.. Michigan State University. 1965;
M.A., 1969

Stanley, Joan M., Assistant Professor of Primary Care Nursing (Continuing Education)
B.S.N. , Duke University, 1971; M.S., University of Maryland, 1978; (RN)

Stilwell, Edna, Assistant Professor of Gerontological Nursing (Graduate Program)
B.S.N., University of Maryland, 1962; M.S., 1972; (RN)

*Strasser, Judith, Instructor of Community Health Nursing (Graduate Program)
B.S., Villanova University, 1970; M.S., University of Maryland, 1975; (RN)

Stremmel, Jean, Assistant Professor (Continuing Education)

B.S., Johns Hopkins University, 1954; M.S., University of Maryland, 1973; (RN)

Strickland, Ora, Associate Professor Nursing (Graduate Program)

B.S., North Carolina Agricultural and Technical State University, 1970; M.S., Boston University, 1972;
Ph.D., University of North Carolina at Greensboro, 1977; (RN)

Swope, Donna, Instructor of Nursing (Maternal and Child)

B.S., University of Maryland, 1974; M.S., University of Maryland, 1978

Thomas, Sue, Assistant Professor of Medical and Surgical Nursing (Graduate Program)
B.S., University of Maryland, 1969; M.S., 1972; Ph.D., 1979; (RN)

Tyler, Sandra, Instructor of Nursing (Medical and Surgical Nursing)

B.S., Columbia Union College, 1975; M.S., University of Maryland, 1978; (RN)

"Urbaltls, Barbara, Assistant Professor of Physiology

B.A., Hunter College, 1960; M.A., 1965; Ph.D., Cornell University, 1968

Venn, Mary R., Assistant Professor of Nursing (Medical and Surgical Nursing)
B.S., University of Virginia, 1964; M.N. , Emory University, 1968; (RN)

Vore, Anne L, Instructor of Nursing (Pediatric Nursing)

B.S., Medical College of Virginia, 1967; M.S., Ohio State University, 1973; (RN)

Waldo, Elizabeth M., Assistant Professor of Nursing (Psychiatric Nursing)
B.S., Cornell University, 1955; M.S., University of Maryland, 1974; (RN)

Walker, Marcus L.j Associate Professor of Medical and Surgical Nursing (Graduate Program)

B.S., Teachers College, Columbia University, 1957; M.S., 1959; M.P.H., Johns Hopkins University, 1972;
Sc.D., 1976; (RN)

Waltz, Carolyn A., Professor of Nursing, Center for Research and Evaluation (Graduate Program)
B.S., University of Maryalnd, 1963; M.S., 1968; Ph.D., University of Delaware, 1975; (RN)

Ward, Catherine E., Assistant Professor of Psychiatric Nursing (Graduate Program)
B.S., Johns Hopkins University, 1954; M.S., Boston University, 1962; (RN)

White, Caroline M., Associate Professor of Community Health Nursing (Graduate Program)

B.S., Columbia University, 1962; M.P.H., Johns Hopkins University, 1964; Dr. P.H., 1974; (RN)

Williams, Linda L, Assistant Professor of Nursing (Psychiatric Nursing)

B.S., Columbia Union College, 1962; M.S., University of Maryland, 1970; (RN)

Wimbush, Frances, Instructor of Nursing (Medical and Surgical Nursing)
B.S.N. , University of Maryland, 1976: M.S., 1979; (RN)

Winkelstein, Marilyn, Instructor of Nursing (Maternal and Child Nursing)
B.S., University of Maryland, 1972; M.S., 1979; (RN)

Wlnyall, Bette R., Assistant Professor of Nursing (Maternity Nursing)

B.S., Johns Hopkins University, 1952; M.S., University of Maryland, 1976; (RN)

Wolfe, Mary L, Assistant Professor, Center for Research and Evaluation

A.B., Western Reserve University, 1949; M.A., Bryn Mawr College, 1967; Ph.D., University of Delaware,
1974

Wyatt, Janet S., Assistant Professor of Primary Care Nursing (Graduate Program)
B.S., Keuka College, 1971; M.S., University of Alabama, 1974; (RN)

Zalosh, Lynne Instructor of Nursing (Maternal and Child Nursing)
B.S.N. , University of Maryland, 1975; M.S.N. , 1977; (RN)

* Part-time appointment ** Joint appointment with another department

University of Maryland School of Nursing
1980-1981 Academic Calendar

Fall Semester 1980

August 21-22
August 25
August 26
August 26
August 27
September 1
September 16
November 3-14
November 27-28
November 28
December 5

December 19

Thursday-Friday

Monday

Tuesday

Wednesday

Monday

Friday

Monday-Friday

Thursday-Friday

Friday

Monday

Friday

Registration (Undergraduate)
Orientation (Graduate)
Arena Registration (Graduate)
Orientation ( Undergraduate)
Instruction Begins
HOLIDAY - Labor Day
Last Day, Jan. 1981 Diplomas
Preregistration for Winter and Spring
HOLIDAY - Thanksgiving
Last Day Certification-Thesis (Graduate)
Last Day Thesis Defense-Certification-
Non-Thesis (Graduate)
Semester Ends

Winter Session 1981

January 5 Monday

January 5
January 5
January 15
January 30

Monday
Monday
Thursday
Friday

Drop-Add Period for Winter

(Undergraduate)
Arena Registration (Graduate)
Instruction Begins
HOLIDAY - King's Birthday
Winter Session Ends

Spring Semester 1981

January 27

Tuesday

Instruction Begins-Clinical Courses
( Undergraduates)

January 29

Thursday

Orientation (Graduate)

January 30

Friday

Drop-Add Period for Spring
(Undergraduate)

January 30

Friday

Arena Registration (Graduate)

February 2

Monday

Instruction Begins (Graduate)

February 2

Monday

Instruction Begins-Non-Clinical Nursing
Courses ( Undergraduates)

February 20

Friday

Last Day, May 1981 Diplomas

February 23

Monday

HOLIDAY - Washington's Birthday

April 1 3- 17

Monday-Friday

Spring Break

April 20

Monday

Last Day Certification-Thesis (Graduate)

April 20-24

Monday-Friday

Preregistration. Fall 1981

May 8

Friday

Last Day Thesis Defense-Certification
Non-Thesis (Graduate)

May 28

Thursday

Semester Ends

May 28

Thursday

Convocation - 9:00 A.M.

May 29

Friday

Commencement - 3:00 P.M.

June 1

Monday

HOLIDAY - Memorial Day

Campus
Map

BUILDING KEY. UNIVERSITY OF MARYLAND AT BALTIMORE

Allied Health Professions Building.
32 S Greene Street
Medical Technology. School of
Pharmacy Physical Therapy,
Radiologic Technology dassrooms,
offices, laboratories
Alpha House. 828 N. Eutaw Street
(off campus)

Baltimore Union 621 W Lombard
Street

Cafetena student housing, meeting
rooms for students and faculty
lounges, game room. Synapse
Bressler Research Building. 29 S.
Greene Street

Medical school research labs, Balti
more offices of the university's
Board of Regents

Walter P Carter Center, 630 W
Fayette Street

The university uses this facility
jointly with the Inner City Mental
Health Program and the State De-
partment of Mental Hygiene
Community Pediatric Center. 412
W Redwood Street (off campus)
Innovative program of comprehen-
sive health care for children in
southwestern health distnet Feder
ally funded

Davidge Hall. 522 W Lombard
Street

Built in 1812 and designed by Rob-
ert Carey Long Sr , who used the
Pantheon in Rome as his model
The oldest building in the nation
used continuously for medical edu-
cation The university's Medical
Alumni Association plans to restore
the building to its original state and
open it to the public as a medical
museum

Dunning Hall, 636 W Lombard
Street

School of Pharmacy classrooms and
offices, drug manufactunng lab. poi-
son information center

9 Fayette Street Garage, 633 W Fay-
ette Street
10. Gray Laboratory. 520 Rear W
Lombard Street

Physical Therapy Office, Campus
Police, Center for the Graduate
Social Work Education of the Hear

11 ing Impaired

Hayden-Hams Hall, 666 W Bain
more Street

Baltimore College of Dental Sur-
gery, Dental School clinics, class-
rooms, labs, offices

12 Health Sciences Computer Center,
610 W Lombard Street
Computer Center, pharmacy school
offices and labs Medical Technol-
ogy labs. Division of Clinical Investi-
gation, Office of Student Affairs

13 Health Sciences Library, 111 S
Greene Street

Main library for all professional
schools except the School of Law
Includes historical book collection
and computerized circulation and
information services

14 Howard Hall, 660 W Red-wood
Street

Central Administration offices, med-
ical school classrooms, offices labs

15 Howard Hall Tower. 655 W Balti-
more Street

Medical school classrooms, offices,
labs Administrative offices of the
medical school, including the office
of dean and vice chancellor

16 Institute of Psychiatry and Human
Behavior 645 W Redwood Street
(E, F and G wings of the hospital!
The medical school's center for psy-
chiatric teaching and research as
well as inpatient and outpatient

17 Kelly Memorial Building. 650 W
Lombard Street

Headquarters of Maryland Pharma-
ceutical Association B Olive Cole

Museum

18 Lane Hall. 500 W Baltimore Street
School of Law classrooms, offices,
library. Developmental Disabilities
Law Clinic

19 Legal Services Clinic, 116 N Paca
Street

20 Lombard Building, 511 W Lom-
bard Street

Bookstore University Relations

21 Maryland Institute for Emergency
Medical Services. 22 S Greene
Street

The first major trauma program in
the nation, combining multidiscipli
nary teaching and research with en
pert round the-clock care for the
critically ill and injured in the state

22 Medical School Teaching Facility.
10 S Pine Street

Medical school classrooms, offices,
research labs, animal facility. Office
of Medical Education, Illustrative
Services

23 Medical Technology Building, 31 S
Greene Street

Medical school offices, labs

24 Mencken House. 1524 Hollins
Street (off campus)

25 Methadone Program, 104 N
Greene Street (off campus)

26 National Pituitary Agency, 210 W
Fayette Street l off campus)
Under contract with the National
Institutes of Health, the University
of Maryland administers the NPA.
which is the official agency for col-
lection and distribution of human
pituitary hormones for research pur-
poses,

27 Newman Center, 712 W Lombard
Street

28 Nilsson House. 826 N Eutaw Street
(off campus)

29 Parsons Residence Hall for Women,
622 W Lombard Street

30 Pratt Street Garage and Athletic Fa
cility. 646 W Pratt Street

31 Redwood Hall, 721 W Redwood
Street

Division of Alcoholism and Drug
Abuse offices, clinical areas.

32 School of Nursing Building. 655 W
Lombard Street

Nursing school classrooms, offices

33 School of Social Work and Admin-
istration Building, 525 W Redwood
Street

Office of the chancellor School of
Social Work and Community Plan-
ning classrooms, offices

34 State Medical Examiner's Building.
1 1 1 Penn Street

35. Stroke Center, 412 W Redwood
Street (off campus)

36 Temporary Academic Building. 601
Rear W Lombard Street

School of Social Work and Com-
munity Planning classrooms, offices

37 Tuerk House. 106 N Greene Street
(off campus)

Residential facility for alcoholism
programs of the University of Mary-
land Hospital. (Also Alpha and Nils-
son Houses )

38 University College. 520 W. Lom-
bard Street

Offers degree and non-degree edu-
cational programs Juvenile Law
Clinic
39. University Garage, 701 W, Red-
wood Street
Helistop

40 University of Maryland Hospital 22
S, Greene Street

41 Western Health Clinic. 700 W
Lombard Street

42 Whitehurst Hall, 624 W. Lombard
Street

Graduate School office, nursing,
pharmacy, social work and commu-
nity planning offices, classrooms

For Additional Information

University of Maryland School of Nursing

Program Information Office of Dean

School of Nursing. University of Maryland
655 W. Lombard Street, Baltimore 21201

Undergraduate 528-7503

Graduate 528-6711 or 12

Admissions or registration Office of Admissions and Registrations

University of Maryland. Baltimore
Howard Hall. Room 132
660 W. Redwood Street. Baltimore 21201

The provisions of this publication arc not to be regarded as an irrevocable contract between the student and
the University oj Maryland. Changes are effected from time to time in the general regulations and in the
academic requirements. There arc established procedures for making changes, procedures which protect the
institution's integrity and the individual student's interest and welfare. A curriculum or graduation
requirement, when altered, is not made retroactive unless the alteration is to the student's advantage and can
be accommodated within the span of years normally required for graduation. When the actions of a student
are judged by competent authority, using established procedure, to be detrimental to the interests of the
university community, that person may be required to withdraw from the university.

SCHOOL OF NURSING

UNIVERSITY

OF MARYLAND

AT BALTIMORE

1982-1984

Louisa Parsons League

Named in honor of the inspiring student of
Florence Nightingale who served as the first di-
rector of the School of Nursing, the Louisa Par-
sons League was established in 1981 to recog-
nize those alumni and friends whose generous
gifts reflect a substantial commitment to the
continued development of the School and the
tradition of excellence in education and service
set by our foundress for the people of the State
of Maryland. Because of Miss Parson's suc-
cess, Miss Nightingale honored the program's
graduates with the use of a cap of point d'esprit
of her design.

Members of the Louisa Parsons League be-
come an integral part of the School of Nursing
and are involved in opportunities of mutual
benefit. In addition, they may elect to enjoy si-
multaneous membership and recognition from
the President's Club of the University of Mary-
land system.

Virginia Lee Franklin
Grace Elgin Hartley

CONTENTS

General Information 1

Instructional Facilities and Resources 7

Undergraduate Program 1 1

Graduate Programs 33

Continuing Education Program 59

Administration 61

Faculty 64

Calendar 69

Campus Map 70

GENERAL INFORMATION

Statement of Philosophy

The School of Nursing, an autonomous educa-
tional unit within the University of Maryland,
derives the broad ouUines of its purpose and
functions from the philosophy and policies of
the University. The faculty of the School of
Nursing is accountable for implementing the
triad of University functions: teaching, research
and service, and recognizes the interrelation-
ships between teaching, research, and practice
in nursing. Through participation in research
and utilization of valid research findings, teach-
ers and learners contribute to effective nursing
practice. These functions and activities are at-
tuned to the ever-changing needs of society in
the global community.

Inherent in the practice of nursing is the
shared belief that man is an integration of com-
ponents and processes that cannot exist indepen-
dently of each other. Internal and external envi-
ronmental influences alter man's state of health
along the continuum of time. When manipula-
tion of these forces is required to enhance
man's potential for health, nursing can function
to bridge the gap between potential and actual
health states.

The goal of professional nursing is to assist
the individual, the family and the community in
the development of their potential by helping
each to gain, maintain or increase an optimal
level of health. The nurse becomes an integral
part of the environment of the client, acting
with awareness of selected factors and interact-
ing in a dynamic way within that environment.
Through a mutual relationship based on trust,
the nurse demonstrates respect for the client's
autonomy, integrity, dignity and feelings, and
recognizes rights and responsibilities. This kind
of nursing is best fostered in a delivery system
which is responsive to the range of internal and
external forces affecting health care, strengthen-
ing the forces which contribute to higher states
of health and diminishing those which lead to
reduced levels of health. The goal of nursing is
achieved through recognition of specific needs
of consumers and the mobilization and distribu-
tion of resources to meet those needs. The ef-
fective operation of the health care system re-
quires essential input from both consumers and
professional nurses to achieve desired goals.

Education is an on-going process which in-
volves the teacher and the learner in pursuing
and sharing knowledge in an organized setting
with planned experiences resulting in desired

behavioral change. Believing in democratic
principles, the faculty emphasizes its faith in the
individual as a being of inherent worth and dig-
nity and as having the right and responsibility
to participate in the educative process to the ex-
tent of one's capabilities. Learning is enhanced
in a setting which encourages analytical evalua-
tions of existing health practices and open com-
munication among members of the various
health services. Under the guidance of the fac-
ulty, purposeful behavior is developed and en-
couraged in students through the incorporation
of knowledge from the humanities and the be-
havioral, biological and physical sciences as
well as from current theory and practice in pro-
fessional nursing.

The three education programs within the
School of Nursing, undergraduate, graduate and
continuing education, have evolved from and
are in agreement with this philosophy. Elabora-
tion of this basic philosophy will be found in
sections of this bulletin dealing with the under-
graduate program, the graduate program and the
continuing education program.

History

The School of Nursing, one of six professional
schools of the University of Maryland at Balti-
more, was established on December 15, 1889
by Miss Louisa Parsons in the old University
Hospital Building which was located on Lom-
bard and Greene Streets. Miss Parsons was a
student of Florence Nightingale and a graduate
of Miss Nightingale's school at St. Thomas'
Hospital in London. The original curriculum of
the University of Maryland Training School,
which required two years for completion, was
extended to three years in 1902. In 1920 the
School of Nursing became a separate unit of
the University administered by the hospital. An
optional five-year curriculum was instituted in
1926 combining two years of arts and sciences
on the College Park campus and three years at
the School of Nursing in Baltimore. Both a
Bachelor of Science degree and a Diploma in
Nursing were awarded upon completion of the
five year program. This sequence, as well as
the three-year hospital school, phased out in
1952 when Dr. Florence M. Gipe, now dean
emerita, became dean of the new autonomous
four-year program leading to the Bachelor of
Science degree in Nursing.

In 1954 the School of Nursing became a de-
partment of the Graduate School which awards

a Master of Science degree with a major in
nursing to qualified candidates. One of Dean
Gipe's lasting contributions to nursing education
in the South was her leadership in establishing
graduate education within the Nursing Council
of the Southern Regional Education Board. To-
gether with the deans of five other Schools of
Nursing with accredited graduate programs, she
pioneered in setting guidelines and interpreting
the need for graduate programs of high quality.

The employment of a director of continuing
education in 1969 resulted in much appreciated
services to nurses throughout Maryland. Subse-
quent development of regional committees has
involved large numbers of nurses in planning
for continuing education programs geared to
specific interests and needs (See Continuing Ed-
ucation, page 59). A multimedia self-
instructional grant from the Division of Nurs-
ing. Department of Health. Education and
Welfare, during 1969-74. provided the stimulus
for the development and use of newer teaching-
learning strategies. An Instructional Media Cen-
ter staffed with nursing faculty and skilled tech-
nicians has continued to be a valuable resource
to faculty and students.

A research development grant from the Divi-
sion of Nursing. Department of Health, Educa-
tion and Welfare, which was available to the
School of Nursing from 1970 to 1975 served to
increase faculty's involvement in research. The
establishment of a Center for Research in 1975

provided for the coordination of research
courses as well as additional support services to
both faculty and students.

Since early days, the baccalaureate curricu-
lum has been available to registered nurses who
wished to pursue further study. However, in re-
cent years faculty have put forth great effort to
encourage nurses who demonstrated motivation
and ability to avail themselves of options which
increasingly are available to the adult learner in
higher education. Admission to the School's in-
tegrated upper division program is facilitated by
administration of challenge examinations. Clini-
cal experiences available to R.N.'s provide in-
novative approaches to meeting objectives of
the baccalaureate curriculum.

Further evidence of the School's concern for
enlarging the pool of baccalaureate prepared
nurses in Maryland was the institution in 1975
of an outreach program for "community
bound" nurses in Western Maryland and the
Eastern Shore. The first outreach baccalaureate
program class graduated in June, 1978. In the
fall semester, 1980, the master's degree pro-
gram initiated outreach classes for students in
Western Maryland and on the Eastern Shore.

Because of limitations in the availability of
clinical facilities in the Baltimore metropolitan
area, it has been necessary to restrict admissions
to the junior class to approximately 300 stu-
dents. Beginning Fall 1982, a select number of
junior level students will be admitted each year
to an expansion of the nursing program to be
located at University of Maryland Baltimore
County.

The new master's curriculum, which was
granted approval by the Graduate School early
in 1976, is characterized by flexibility in the
choices offered to students. The revision also
was responsible for the creation of a new De-
partment of Primary Health Care. In 1978, the
opportunity for specialization in gerontological
nursing was added to the master's curriculum,
and in 1979, an area of concentration in nursing
health policy was developed. In addition to pre-
paring competent practitioners to meet current
health care needs, both curricula endeavor to
provide graduates with a foundation to adapt to
and influence changing trends in health care de-
livery.

During the 1977-78 academic year, the sec-
ond dean of the School of Nursing, Dr. Marion
I. Murphy, announced her retirement plans. She
served as dean from 1967-78, guiding the
School and faculty with imaginative and assert-

ive leadership and levels of preparation. In her
final year as dean, a substantive proposal for a
doctoral program in nursing leading to the
award of a Ph.D. degree was developed and
approved by the University. The doctoral pro-
gram in nursing was implemented in the fall se-
mester, 1979. The addition of this program in-
creases the level of educational preparation
offered by the School of Nursing and is congru-
ent with and supportive of the missions of the
University.

Nurses' Alumni Association

Organized in 1895, School of Nursing alumni
provided early leadership in the organization of
the Maryland Nurses' Association and in pas-
sage of the Nurses' Licensing Act of 1903.
Over the years alumni have demonstrated not
only their strong support of the School but
awareness of changes taking place in nursing.
Although incorporated as Alumnae, the Associ-
ation changed its title to Alumni in 1964, thus
establishing the eligibility of men graduates for
membership. The historic pin, designed by Tif-
fany's for the class of 1894, bore the inscription
Nurses' Alumni Association until 1970 when,
by action of the Association, the lettering for
future graduates was changed to School of
Nursing, University of Maryland. The Nightin-
gale cap, bestowed by the School's founder,
Louisa Parsons, remains the property of the
Alumni Association. Since 1968, all baccalaure-
ate graduates of the School of Nursing are eligi-
ble to purchase the cap.

The Campus: The University of
Maryland at Baltimore

The tradition of education of the human service
professions on the Baltimore campus began
with the founding of the School of Medicine in
1807. The Dental School was the first in Amer-
ica; other professional schools in order of date
of origin are Law, Pharmacy, Nursing and So-
cial \\brk and Community Planning. These pro-
fessional schools represent a tremendous re-
source to the community in which they are
located. Also, their proximity to one another of-
fers rich opportunity for interprofessional activi-
ties of a service and research nature. The pro-
fessional schools of the University of Maryland
at Baltimore have accepted as one of their ma-
jor missions, the leadership responsibility for
the continuing improvement of health care de-
livery in Maryland. This will be accomplished

by educating and training the appropriate kinds
and numbers of professionals to meet the needs
of the people of the state. The development of
improved methods of health care delivery will
be incorporated into the education process, in-
cluding those which ensure efficiency and es-
tablish standards for quality of care.

The UMAB campus is situated in the heart
of the downtown section of Baltimore, a city
whose early historic origins are rivaled only by
tremendous urban center developments in recent
years. Baltimore is one of the foremost com-
mercial, cultural and scientific centers on the
Eastern seaboard and offers unlimited extracur-
ricular activities to students and visitors.

Accreditation and Membership

The University of Maryland is a member of the
Association of American Colleges and is ac-
credited by the Middle States Association of
Colleges and Secondary Schools. The under-
graduate and graduate programs of the School
of Nursing are accredited by the National
League for Nursing; the School also maintains
membership in the Council of Member Agen-
cies of the Department of Baccalaureate and
Higher Degree Programs of the National
League for Nursing. The baccalaureate program
is approved by the Maryland State Board of
Examiners of Nurses. The School is represented
in the Council on Collegiate Education for
Nursing of the Southern Regional Education
Board by the dean, associate deans for under-
graduate and graduate studies and the assistant
dean for continuing education. The School also
is a member of the American Association of
Colleges of Nursing.

Equal Opportunity

Qualified applicants are admitted without dis-
crimination in regard to age, creed, ethnic ori-
gin, marital status, handicap, race and sex. The
enrollment of the racial minority student, the
male student, and the adult learner has been in-
creasing annually. In line with its stated philoso-
phy, the School of Nursing encourages students
with diversified backgrounds to seek admissions
to the baccalaureate and graduate programs,
thereby enriching the educational experience for
all.

Similarly, effort is made to recruit faculty
with diversified backgrounds particularly repre-
sentatives of minority groups. Although all fac-
ulty carry certain common responsibilities, the

black or male faculty member undeniably be-
comes a role model further illustrating the
School's commitment to affirmative action.

Registration on Campuses Within
the University of Maryland
System

Registration at one of the University of Mary-
land campuses permits a student to register for
courses (space available) offered by another
campus within the University of Maryland sys-
tem.

Insurance Coverage

All nursing students, undergraduate and gradu-
ate, enrolled for clinical nursing courses, are re-
quired to carry malpractice liability insurance.

Determination of In-State Status
for Admission, Tuition and Charge
Differential Purposes

An initial determination of in— state status for
admission, tuition and charge differential pur-
poses will be made by the university at the time
a student's application for admission is under
consideration. The determination made at that
time and any determination made thereafter
shall prevail in each semester until the determi-
nation is successfully challenged prior to the
last day available for registration for the forth-
coming semester. A determination regarding in-
state status may be changed for any subsequent
semester if circumstances, as later defined, war-
rant redetermination.

General Policy

1. It is the policy of the University of Mary-
land to grant in-state status for admission, tui-
tion and charge differential purposes to United
States citizens and to immigrant aliens lawfully
admitted for permanent residence in accordance
with the laws of the United States, in the fol-
lowing cases:

a. where a student is financially dependent
upon a parent, parents or spouse domi-
ciled in Maryland for at least six consecu-
tive months prior to the last day available
for registration for the forthcoming semes-
ter

b. where a student is financially independent
for at least the preceding 12 months and

provided the student has maintained his
domicile in Maryland for at least six con-
secutive months immediately prior to the
day available for registration for the forth-
coming semester

c. where a student is a spouse or a depen-
dent child of a full-time employee of the
university

d. where a student who is a member of the
Armed Forces of the United States is sta-
tioned on active duty in Maryland for at
least six consecutive months immediately
prior to the last day available for registra-
tion for the forthcoming semester, unless
such student has been assigned for educa-
tional purposes to attend the University of
Maryland.

e. where a student is a full-time employee of
the University of Maryland.

2. It is the policy of the University of Mary-
land to attribute out-of-state status for admis-
sion, tuition and charge differential purposes in
all other cases.

3. Each campus of the University will be re-
sponsible for making the in-state determination
for the prospective or enrolled student.

4. In-state status is lost at any time a finan-
cially independent student establishes a domicile
outside the State of Maryland. If the parent (s)
or other persons through whom the student has
attained in-state status establish a domicile in
another state, the student shall be assessed out-
of-state tuition and charges six months after the
out-of-state move occurs.

A complete statement of this policy is availa-
ble from the Office of Admissions, Room 132
Howard Hall, 660 West Redwood Street, Balti-
more, Maryland 21201.

Statement of Faculty, Student and
Institutional Rights and
Responsibilities for Academic
Integrity*

Preamble

At the heart of the academic enterprise are
learning, teaching, and scholarship. In universi-
ties these are exemplified by reasoned discus-
sion between student and teacher, a mutual re-
spect for the learning and teaching process, and
intellectual honesty in the pursuit of new
knowledge. In the traditions of the academic
enterprise, students and teachers have certain
rights and responsibilities which they bring to
the academic community. While the following

statements do not imply a contract between the
teacher or the University and the student, they
are nevertheless conventions which the Univer-
sity believes to be central to the learning and
teaching process.

Faculty Rights and
Responsibilities

1. Faculty shall share with students and admin-
istration the responsibility for academic in-
tegrity.

2. Faculty are accorded freedom in the class-
room to discuss subject matter reasonably
related to the course. In turn they have the
responsibility to encourage free and honest
inquiry and expression on the part of stu-
dents.

3. Faculty are responsible for the structure and
content of their courses, but they have the
responsibility to present courses that are con-
sistent with their descriptions in the Univer-
sity catalog. In addition, faculty have the
obligation to make students aware of the ex-
pectations in the course, the evaluation pro-
cedures, and the grading policy.

4. Faculty are obligated to evaluate students
fairly and equitably in a manner appropriate
to the course and its objectives. Grades shall
be assigned without prejudice or bias.

5. Faculty shall make all reasonable efforts to
prevent the occurrence of academic dishon-
esty through the appropriate design and ad-
ministration of assignments and examina-
tions, through the careful safeguarding of
course materials and examinations, and
through regular reassessment of evaluation
procedures.

6. When instances of academic dishonesty are
suspected, faculty shall have the right and
responsibility to see that appropriate action is
taken in accordance with University regula-
tions.

Student Rights and
Responsibilities

1 . Students shall share with faculty and admin-
istration the responsibility for academic in-
tegrity.

2. Students shall have the right of inquiry and
expression in their courses without prejudice
or bias. In addition, students shall have the

right to know the requirements of their
courses and to know the manner in which
they will be evaluated and graded.

3. Students shall have the obligation to com-
plete the requirements of their courses in the
time and manner prescribed and to submit to
evaluation of their work.

4. Students shall have the right to be evaluated
fairly and equitably in a manner appropriate
to the course and its objectives.

5. Students shall not submit as their own work
any work which has been prepared by oth-
ers. Outside assistance in the preparation of
this work, such as librarian assistance, tuto-
rial assistance, typing assistance, or such as-
sistance as may be specified or approved by
the instructor is allowed.

6. Students shall make all reasonable efforts to
prevent the occurrence of academic dishon-
esty. They shall by their own example en-
courage academic integrity and shall them-
selves refrain from acts of cheating and
plagiarism or other acts of academic dishon-
esty.

7. When instances of academic dishonesty are
suspected, students shall have the right and
responsibility to bring this to the attention of
the faculty or other appropriate authority.

Institutional Responsibility

1 . Campuses or appropriate administrative units
of the University of Maryland shall take ap-
propriate measures to foster academic integ-
rity in the classroom.

2. Campuses or appropriate administrative units
shall take steps to define acts of academic
dishonesty, to insure procedures for due
process for students accused or suspected of
acts of academic dishonesty, and to impose
appropriate sanctions on students guilty of
acts of academic dishonesty.

3. Campuses or appropriate administrative units
shall take steps to determine how admission
or matriculation shall be affected by acts of
academic dishonesty on another campus or
at another institution. No student suspended
for disciplinary reasons at any campus of the
University of Maryland shall be admitted to
any other University of Maryland campus
during the period of suspension.

* Adopted May 8, 198 1, by the Board of Regents

INSTRUCTIONAL FACILITIES
AND RESOURCES

Health Sciences Library

The principal library for the campus is the
Health Sciences Library which is located near
the School of Nursing. The library, which
houses more than 240,000 bound volumes and
over 3,100 current periodical subscriptions, is
ranked one of the top 15 health sciences li-
braries in the nation. Its collection serves the
Schools of Nursing, Pharmacy, Dentistry, Medi-
cine, and Social Wfork and Community Plan-
ning. The subject scope encompasses the basic
biomedical and health-related sciences as well
as the social and behavioral sciences. Thus, in
providing literature to support the teaching, re-
search and health care programs on the campus,
the library makes available a wide range of ma-
terials to the nursing community.

The Health Sciences Library has established
an innovative outreach service program which
adds a new dimension to library service. Each
of six Information Specialist librarians is as-
signed to one of the professional schools on
campus. The Information Specialists participate
in collection, evaluation, and development in
the respective subject areas related to their as-
signed professional school. They also teach
seminars on information retrieval, provide ori-
entations to the library, perform traditional refer-
ence service, and provide general services as
well as being responsible information consult-
ants.

Computerized Reference and Bibliographic
Service (CRABS) is another service the library
provides. The library has access to over 30
computer data bases in the sciences and the so-
cial sciences including MEDLINE, Psychologi-
cal Abstracts, ERIC, TOXLINE, and Social
Sci— Search. Using the Information Specialist
as an intermediary, the patron is able to obtain a
list of current references in a matter of minutes.
Interlibrary Loan Service is available for needed
materials not held in the library collection.

Self-service photocopy machines are available
on all floors of the library. The library is open 8
A.M.- 10 P.M. (Monday-Friday), 9 A.M.—
5 P.M. (Saturday) and noon— 8 P.M. (Sunday).
Special holiday and summer hours are posted.

Nursing Media Center

The School of Nursing offers opportunity for
both individual and group learning activities in
the Nursing Media Center.

Self-Instruction: The rationale for this approach
is that the knowledge and skills needed by indi-
vidual nursing students vary at any given time.
Availability of appropriate materials in self-
instructional format provides for this diversity of
needs. As the result of a special project, a
group of faculty and technicians developed and
produced a large number of multimedia self-
instructional study units. In addition, commer-
cially prepared materials have been purchased
as appropriate to meet students needs. The en-
vironment for self-study is an Instructional Me-
dia Laboratory with 68 carrels containing a va-
riety of equipment. Undergraduate students may
be required to study specific units as course re-
quirements and may pursue other self-
instructional materials relevant to their individ-
ual learning needs. Graduate students utilize the
laboratory on a selective basis.

Skills Practice: Undergraduate students who
wish to practice certain nursing skills and proce-
dures may do so in Skills Laboratories adjoin-
ing the Nursing Media Center. The laboratories
contain typical clinical equipment which enables
students to simulate direct care situations. In ad-
dition to faculty guidance, a Skills Nurse is
available to assist students. Both the Nursing
Media Laboratory and Skills Laboratories are
open during the early morning and some eve-
nings.

Group Instruction: Classroom instruction at
the School of Nursing is supported through a
variety of media services. 16MM projectors,
overhead projectors, audio tape recorders, video
tape recorders and other equipment are available
for use in classes or seminars.

A library of film and other media catalogs is
maintained to help faculty locate desired films,
tapes and other resources. Materials for and as-
sistance in the production of slides and over-
head projector transparencies are available to
faculty members who wish to make use of
those techniques as well as to students on a cost
recovery basis. The School also has a closed
circuit television studio where live or taped pro-
grams can be produced and transmitted. A port-
able videotape system and production assistance
are available for faculty and students who wish
to videotape projects on their own. The Univer-
sity Hospital Media Center on the eleventh
floor, as well as other campus Media Centers
are also open to students.

Consultation: Consultation on the use and pro-

duction of audio-visual materials is provided by
NMC faculty and staff. This consultation not
only entails classroom applications of media,
but grant proposal, research, outside presenta-
tions and all other applications as well.

Center for Research

As nursing moves forward in the establishment
of its own theoretical base and explores its rela-
tionship to other human services, research has
assumed new dimensions. The School of Nurs-
ing provides introductory courses in research
methodology for undergraduate students and
more advanced offerings for graduate students.
The faculty of the Center for Research, in addi-
tion to teaching, are available to assist faculty
and graduate students with research design,
sampling procedures, techniques of measure-
ment, data collection and analysis as well as
preparation of reports and proposals. The Cen-
ter has a Research Reading Room with a col-
lection of 200 books primarily devoted to as-
pects of research methodology, selected
journals, and a file of measurement instruments;
and a Data Analysis Laboratory that houses a
variety of mini-calculators and mini-computers
for faculty and student use. Instruction in utili-
zation of hardware in the laboratory is availa-
ble. Computer service facilities on both the Bal-
timore and College Park campuses also are
utilized extensively.

School of Nursing faculty and students partic-
ipate in national as well as local research con-
sortiums. Research of a multidisciplinary nature
is increasingly possible as nursing and other
health disciplines have identified common prob-

lems. The Center conducts two "Research
Days" annually, provides regularly scheduled
noon seminars, and hosts regional research con-
ferences as part of its faculty evelopment and
community service program. A news letter,
RSVP, is distributed biannually to 800 Schools
of Nursing and hospitals throughout the country.

Student Services

The Office of Student Services is responsible
for providing activities and services which assist
students with personal and academic adjustment
to the School of Nursing. Among the activities
coordinated by the office are student orienta-
tion, Parents Day, Student Government Associa-
tion, a peer tutorial program for minority stu-
dents, a writing class, test taking and study
skills classes, and Honors Convocation. Addi-
tionally, counselors are available to assist stu-
dents who request counseling for personal diffi-
culties.

Student Organizations

Several student organizations are active in the
School of Nursing. Those organizations which
function at the undergraduate level are as fol-
lows:

Student Government Association

Black Student Nurse Association

Junior Class

Senior Class

"Pledge" Yearbook

Maryland Student Nurse Association
Graduate students are represented by Graduates
in Nursing which is affiliated with the UMAB
Graduate Student Association.

Scholastic Honors for Graduates

Honor Societies

National Honor Society of Nursing. Sigma Theta
Tau, founded in 1922. is the national honor so-
ciety of nursing: Pi Chapter was established at
the University of Maryland in 1959. The pur-
poses of Sigma Theta Tau are to recognize su-
perior scholarship achievement, encourage and
support research activities, and strengthen com-
mitment to the ideas and purposes of the nurs-
ing profession.

Candidates for membership are selected from
the basic baccalaureate, the registered nurse,
and the graduate programs as well as from the
nursing community. Selection is based on scho-
lastic achievement, leadership qualities, creativ-
ity, professional standards and commitment.

A scholarship is offered to a Junior. Senior
and Graduate nursing student each year. Eligi-
bility requirements are similar to those estab-
lished for membership. Applications may be
obtained from the Counselor of Pi Chapter.

Who 's Who Among Students in American Uni-
versities and Colleges. Membership in this or-
ganization is open to juniors, seniors and gradu-
ate students in the School of Nursing. Both
students and faculty participate in the nomina-
tion and selection of members on the basis of
the following criteria: Scholarship ability, partic-
ipation and leadership in academic and extracur-
ricular activities, citizenship and service to the
school, and potential for future achievement.

Phi Kappa Phi. Phi Kappa Phi is a national
honor society which was established at the Uni-
versity of Maryland in 1920. Its objective is to
foster and recognize outstanding scholarship,
character and social usefulness in students from
all areas of instruction. Candidates for member-
ship are selected from the basic baccalaureate,
the registered nurse and the graduate students in
nursing.

Special Awards for Baccalaureate
Graduates

The Edwin and L.M. Zimmerman Award is
given by The Trustees of the Endowment Fund
for the University of Maryland School of Nurs-
ing to the member of the graduating class who
consistendy demonstrates a high level of profes-
sional nursing practice in caring for patients.

The Frances Arnold Memorial Award is given

by the Women's Auxiliary to the member of the
graduating class who has shown the most inter-
est, enthusiasm and proficiency in neurosurgical
nursing.

The Award for Excellence in Neurological Nurs-
ing is given by the Department of Neurology in
the School of Medicine to the member of the
graduating class who excells in neurological
nursing.

The Evelyn Lundeen Award for Excellence in Pe-
diatric Premature Care is given by the Depart-
ment of Pediatrics in the School of Medicine to
the member of the graduating class who excells
in premature pediatric care.

The Loretta Ford Award for Excellence in Pedi-
atric Ambulatory Care is given by the Depart-
ment of Pediatrics in the School of Medicine to
the student in the graduating class who excells
in pediatric ambulatory care.

The Flora Hoffman Thrum Memorial Award is
given from the Endowment Fund to a member
of the graduating class for leadership, loyalty
and school spirit.

The Elizabeth Collins Lee Award is given from
the Endowment Fund to the student having the
second highest average in scholarship.

The University of Maryland Alumni Association
Award is given to the graduate with the highest
average in scholarship.

The University of Maryland Alumni Association
Award for leadership in a Campus Organization
is given to one member of the graduation class.

The R.N. Faculty Award is given by the R.N.
faculty to one R.N. graduating student who is
outstanding in professional leadership.

Other Awards

School of Nursing students are eligible for sev-
eral types of awards upon completion of the un-
dergraduate or graduate program. The awards,
which are presented at an academic convoca-
tion, have been donated by the Nurses' Alumni
Association or other groups or individuals who
wish to recognize outstanding individuals in the
student body Annually a Research Award is
presented to a master's student in recognition of
excellence in research, and an award is pre-
sented to the outstanding master's student in
each area of concentration.

UNDERGRADUATE PROGRAM

Undergraduate Program Overview

The program in professional nursing, leading to
the degree of Bachelor of Science in Nursing, is
available to men and women who establish eli-
gibility for admission. The first two years of
preprofessional study (lower division course re-
quirements) are available at University of Mary-
land campuses and at other accredited colleges
or universities. On these campuses, the student
pursues a program geared to providing funda-
mentals of a liberal education and subjects
which are supportive to the study of nursing.
The junior and senior years are devoted to com-
pleting the nursing major on the Baltimore City
or Baltimore County Campus.

Registered nurses who desire to bring their
previous preparation for nursing in line with re-
quirements for the baccalaureate degree are en-
couraged to establish eligibility for admission.
Credits previously earned at an accredited two
or four-year college or university are assessed
according to University of Maryland and School
of Nursing policies governing transfer of credit.
Opportunity to establish credit for certain foun-
dational and nursing courses is provided.

The School of Nursing offers an expansion of
the undergraduate program on the University of
Maryland Baltimore County campus for a lim-
ited number of generic students. The curriculum
at UMBC is identical to that which is offered at
UMAB. Students admitted to the UMBC cam-
pus remain there for their entire program and
receive their degree from UMBC. Transfer be-
tween campuses is not permitted. Students in-
terested in attending the UMBC expansion
should apply to the School of Nursing at
UMAB. Students are not assigned to a particu-
lar campus of the University of Maryland until
after they are accepted to the School of Nurs-
ing.

Objectives of the Undergraduate
Program

The baccalaureate graduate of the University of
Maryland School of Nursing is committed to
the total well-being of people and demonstrates
respect for their dignity, worth, autonomy and
uniqueness. In ambulatory, community, and in-
patient settings, the graduate provides effective
nursing care that assists individuals, families
and other groups at any point on the health
continuum to attain, regain, or maintain their
maximum level of health and functioning. The
baccalaureate program provides a learning envi-

ronment which fosters purposeful self-direction
and implementation of nursing care based on a
deep grasp of nursing knowledge and skill, ana-
lytical thinking and discriminative judgment. As
a result of the educative process, the graduate is
able to assume beginning leadership in the prac-
tice of nursing. Awareness of nursing's effec-
tiveness on the improvement of health care
services to people gives impetus to the gradu-
ate's continuing search for knowledge which
supports practice. To achieve these ends the
graduate:

1. synthesizes selected concepts from the affec-
tive, cognitive, and psychomotor domains in
formulating a philosophy of nursing;

2. uses affective, cognitive, and psychomotor
behaviors in applying the nursing process to
individuals and small groups;

3. demonstrates personal and professional
growth with increasing self-direction;

4. demonstrates leadership in own nursing
practice;

5. demonstrates responsible organizational be-
haviors in meeting professional goals within
health care agencies;

6. collaborates in the assessment of and plan-
ning for meeting the health care needs of in-
dividuals and small groups;

7. improves own nursing practice through the
evaluation and application of selected re-
search.

Upper Division Program

The University of Maryland School of Nursing
offers one undergraduate program which leads
to a bachelor of science degree in nursing
(B.S.N.). Two types of students are admitted to
the upper division program: registered nurses
and generic students.

Articulation Programs—
An Advisement Tool

Both the registered nurse and the generic stu-
dent must successfully complete an equivalency
of two years of lower division college course
work prior to matriculation in the baccalaureate
program. The required lower division courses
may be taken at any accredited institution of
higher education. The following schools have
designed special articulation programs which fa-
cilitate a student's admission to the School of
Nursing:
Allegany Community College
Anne Arundel Community College

Catonsville Community College

Cecil Community College

Charles County Community College

Chesapeake College

The Community College of Baltimore

Dundalk Community College

Essex Community College

Frederick Community College

Garrett Community College

Hagerstown Junior College

Harford Community College

Howard Community College

Montgomery College

Prince George's Community College

Frostburg State College

Morgan State University

University of Maryland Baltimore County
Campus

University of Maryland College Park
Campus

University of Maryland Eastern Shore
Campus

Wbr-Wic Community College
The articulation program for each of the above
listed community colleges is described in a
booklet entitled: "Programs Articulated Between
(insert one of the above) College and the Uni-
versity of Maryland at Baltimore City. " The
booklet contains a list of the lower division
courses offered at the particular institution that

meet the lower division requirements. This
booklet is kept in the counseling center of each
community college. The articulation program
for the following institutions is listed in their
college catalogue:
University of Maryland Baltimore County
University of Maryland College Park
University of Maryland Eastern Shore (Regu-
lar and Honors Programs available)
Frostburg State College
Morgan State University

These printed articulation programs can serve as
valuable advisement tools. By using them, most
students are able to determine which of their
courses will be used in meeting the lower divi-
sion course requirements for admission to the
School of Nursing.

Pre-Admission Counseling Sessions

The staff of Admissions and Academic Progres-
sions provides individual and small group coun-
seling sessions for students interested in admis-
sion to the School. At the counseling sessions
an explanation of the admission process is
given and each attendee's academic credentials
are evaluated. For an appointment for one of
the sessions, phone the following number:
(301) 528-6283.

Foreign Students or Native Students
Who Attended Foreign Institutions

The first step in the admissions process is to
validate the completion or planned completion
of the 59 lower division credit requirements
prior to the student's anticipated matriculation
date. To validate which of the credits taken at a
foreign institution(s) will be accepted as fulfill-
ing the School of Nursing's required lower divi-
sion courses, the student must do the following:
(1) file an official application with appropriate
fee (2) have the appropriate officer at the for-
eign school(s) attended send an official tran-
script(s) with English translation to the Office
of Admissions and Registrations at 660 W. Red-
wood Street, Baltimore, Maryland 21201. Since
it takes approximately six months for the proc-
essing of documents received from a foreign
country, it is critical that the student apply in
early fall for the following fall's admission
date. General admission requirements and those
specific to the Registered Nurse will be used
for foreign nurse applicants who are registered

to practice nursing in the United States and for
those who will be registered by the anticipated
matriculation date. General admission require-
ments and those specific to the generic student
will be used for students who are not eligible
for registration to practice nursing in the United
States or who do not take and/or do not pass
the State Board of Nursing Examination prior to
the anticipated matriculation date.

Foreign students are required to take the Test
of English as a Foreign Language. A score of
500 is considered to be an indication that the
applicant could be successful in language com-
prehension and use.

Lower Division Requirements

Professional, upper division education in nurs-
ing requires a foundation of learning provided
by required lower division college courses.
Prior to fall matriculation in the undergraduate
program, all students must have completed the
following lower division course requirements at
an accredited college or university:

Course Requirements Credits

English Composition 6

Chemistry Including Lab (inorganic & organic content) 8

Human Anatomy & Physiology Including Lab ("C" or better grade) 8

Microbiology Including Lab ("C" or better grade) 4

*Social Sciences 9

Human Growth and Development (sophomore level) 3

**Humanities 12

Nutrition (sophomore level) 3

Electives 6

Minimum of 59

*Musi include at least one course in sociology and one course in psychology:
**Must include courses selected from at least three disciplines within the humanities areas, including three credits of college
level mathematics.

Policies Governing Transfer of Lower
Division Credits

The following is a list of policies which govern
the transfer of college credits to the School of
Nursing:

1 . Human anatomy and physiology, chemistry
and microbiology must be courses taken by stu-
dents who plan to or could use them as credits
toward a major in these areas. In other words,
they cannot be terminal courses for nonmajors;
i.e., students majoring in nursing, physical edu-
cation, etc.

2. Required natural science courses (chemistry,
microbiology and human anatomy and physiol-
ogy) must include laboratory experience.

3. Courses in religion will be accepted in trans-
fer when they have been taught within a frame-
work which oversteps specific sectarian con-
cerns and/or dogma. Religion courses whose
content is exclusively /primarily limited to sec-
tarian dogma will not be accepted in transfer.

4. Basic nutrition must be a course with pre-
requisites of organic chemistry and anatomy.
Applicants should contact the Office of Admis-
sions and Academic Progressions for the course

numbers of approved nutrition courses at Mary-
land institutions.

5. Humanities credit will be given for one
"studio" course in the fine arts; (i.e., class in
piano and painting) only if credit in the appro-
priate survey course is also earned (music litera-
ture, history of art, etc.).

6. "D's" are not transferable for anatomy and
physiology and microbiology from either instate
or out of state institutions. For other courses,
Ds are transferable from instate public institu-
tions only.

7. Courses taken on a Pass/Fail basis may be
used for elective credits only.

8. A sophomore level human growth and de-
velopment course covering content throughout
the various stages of the lifespan is required.
Applicants should contact the Office of Under-
graduate Admissions and Academic Progres-
sions for the course numbers of approved Hu-
man Growth and Development courses at
Maryland institutions.

9. A college level mathematics course is re-
quired. The course should be one with a pre-
requisite of some college preparatory mathemat-
ics in high school.

10. Remedial and/or repetitive courses are not
applicable for credit.

11. Nursing courses are not transferable.
(These are taught in the junior-senior years).

12. Foreign Language Humanities credit will
be given for the first semester elementary
course in a language (i.e., FREN 101, rEAL
101) only if additional credit is earned in that
language. However, the first course can be used
for elective credit even if no additional credit in
that language is earned.

13. Social, physical and natural science courses
taken 10 or more years prior to a student's ma-
triculation date will not be accepted.

14. Only students with an overall grade point
average of a 2.0 or better will be considered for
admission.

15. Only 59 applicable credits are necessary for
matriculation to the School of Nursing. A maxi-
mum of 62 credits will be applied toward the
matriculation grade point average; additional
credits earned by the student will be viewed by
the Admissions Committee as credit for enrich-
ment but will not be calculated in the student's
matriculation grade point average.

16. Whenever possible, credits recorded on an
applicant's transcript(s) will be used as the basis
for calculating the matriculation grade point av-
erage rather then those grades resulting from
courses listed on the "Courses In Progress"
sheet, which is a form included in the official
application.

17. No more than half of the 122 applicable
credits required for graduation can be earned by
examinations (see Departmental Examinations
and CLEP, below).

Establishing Lower Division Credit by
Examination

Departmental Examinations: Many two and four
year colleges and universities provide an oppor-
tunity for students to take examinations for
credit, provided the student has had some in-
struction and experience in the content of the
course under consideration. Arrangements are
made by students with the appropriate depart-
ments in the college in which they are matricu-
lated on a full or part time basis. The School of
Nursing will accept the credit earned by exami-
nation provided the course name and number,
grade, and credits earned are on the transcript.
(In most cases, Pass/Fail grades are not ac-
cepted).

CLEP: It is possible to earn credit by examina-
tion through the College Level Examination
Program (CLEP) of the College Entrance Ex-
amination Board. The School of Nursing recog-
nizes selected CLEP exam results for credit
provided the student earns a grade determined
acceptable. The results from the CLEP tests
can be submitted to the Director of Admissions
and Registrations, Room 132, Howard Hall,
660 West Redwood Street, Baltimore, Maryland
21201 for evaluation of the scores transferabil-
ity.

Assessment Form

For Student Use Only/Not to be Submitted to the School

Lower Division
Requirements

Required
Credit

Credit
Earned

Grade

Q.P.

School

Year
Taken

English Composition

Chemistry with Laboratory

(Including inorganic and organic content)

Human Anatomy and Physiology
with Laboratory

Microbiology with Laboratory

Social Sciences (9 cr. — includes sociol-
ogy, psychology, anthropology, political
science, economics, geography)

One course must be in sociology and one
must be in psychology

Human Growth and Development
(sophomore level)

Humanities (12 cr.) Need courses from at
least 3 of the following areas including 3
credits of college level mathematics, Lit-
erature, language, fine arts, history, phi-
losophy, mathematics, public speaking

Nutrition (sophomore level)
Electives

Matriculation G.P.A.
Minimum

Admission to the Upper Division

General Information for All Applicants

(1) Rolling Admissions: The University of
Maryland School of Nursing utilizes the process
of rolling admissions which means that the ear-
lier one applies, the earlier one will hear about
being accepted to the school.

(2) Obtaining Application: An application may
be obtained from the following office between
the middle of September and January 31st for
the next admission class:

Office of Admissions and Registrations
University of Maryland, Baltimore
Howard Hall, Room 132
660 West Redwood Street
Baltimore, Maryland 21201
Phone No.: 528-7480

(3) Application Deadline: February 1st is the ap-
plication deadline. Requests for exception to
this deadline may be directed, in writing, to the
Director of Admissions and Academic Progres-
sions, 655 West Lombard Street, Baltimore,
Maryland 21201.

(4) Updating Admissions Information: Students
planning to apply to the School of Nursing for
fall 1984 should contact the Director, Office of
Admissions and Progressions, University of
Maryland School of Nursing, 655 West Lom-
bard Street, Baltimore, Maryland 21201 in the
spring of 1983 for possible changes regarding
the admissions criteria.

(5) CPR Requirement: Generic and R.N. stu-
dents are required to be certified in Cardiopul-
monary Resuscitation prior to their enrollment
in the School of Nursing. The certificate must
be valid for the time period which covers the
August of the year of their initial enrollment
through June of the following year. Since stu-
dents will need to maintain a valid CPR certifi-
cate during the entire enrollment in the School
of Nursing' they will need to be recertified at
the appropriate time. The Office of Admissions
and Academic Progressions will maintain the
record of student certification.

Admissions Information— Specific to the
Generic Applicant

(I) Normal educational sequencing leading to a
B.S.N, for the generic applicant:

—graduation from high school

—completion of 59 lower division, preprofes-

sional course credits at an accredited college
or university

—completion of 63 upper division, profes-
sional course credits

(State Board Examinations to become a regis-
tered nurse are taken following the awarding
of the baccalaureate degree)

(2) Applying for Admissions: The School of
Nursing matriculates generic students into upper
division course work in the fall of each year.
Students should apply for admission in the fall
prior to their expected matriculation date. Stu-
dents are eligible to apply after completing ap-
proximately 30 credits of the Lower Division
pre-professional course work and developing a
plan for completing the remaining 29 credits by
the expected matriculation date. All applications
will be considered where the applicant's overall
grade point average is 2.0 or above. Admission
is competitive and the basic criteria for deter-
mining admissions are:
—overall grade point average
—completion by February 1st of 44 semester
hours of applicable (lower division) credits
with a minimum distribution of these credits
in the following categories: English— 3
credits; required Natural Sciences— 8 credits;
Social Sciences— 6 credits; Humanities— 6
credits.

—written plan for completion of all required
59 lower division credits by matriculation
date (admission preference given to those ap-
plicants who plan to complete all required 59

credits no later than the end of the first sum-
mer session prior to matriculation),
—successful completion of the Allied Health
Professions Admissions Test. Applications for
the Allied Health Professions Admission Test
may be obtained from the following address:
Allied Health Professions Admission Test
The Psychological Corporation
304 East 45th Street
New York, New York 10017
Phone: (212) 888-3221
Applicants are strongly encouraged to take the
Allied Health Professions Admission Test in ei-
ther November or January prior to their re-
quested matriculation date (Allied Health Pro-
fessions Admission Test scores are valid for five
admission years following the date the tests
were taken).

Admissions Information— Specific to the
Registered Nurse Student

(I) Normal educational sequencing leading to a

B.S.N, for the Registered Nurse:
— graduation from an associate degree nurs-
ing program or diploma nursing program
—pass State Boards (failure to become li-
censed after a student has matriculated will
result in his being immediately withdrawn
from the program)

—completion of 59 lower division, preprofes-
sional course credits at an accredited college
or university

—completion of advanced placement exami-
nations totaling 30 credits (6 credits are
earned from faculty made tests and 24 credits
are earned from tests developed by The
American College Testing Program)
—completion of 32 upper division, profes-
sional course credits

(2) Applying for Admission: The School of
Nursing matriculates approximately 120 regis-
tered nurses into upper division course work in
the fall of each year. Students should apply for
admission in the fall prior to their expected ma-
triculation date. Students are eligible to apply
after completing approximately 30 credits of the
Lower Division preprofessional coursework and
developing a plan for completing the remaining
29 credits by the expected matriculation date.
All applications will be considered where the
applicant's overall grade point average is 2.0 or
above. Admission is competitive and the basic
criteria for determining admissions are:
—overall grade point average
—completion by February 1st of 44 semester
hours of applicable credits with a minimum
distribution of these credits in the following
categories: English— 3 credits; required Natu-
ral Sciences— 8 credits; Social Sciences— 6
credits; Humanities— 6 credits,
—written plans for completion of all required
59 lower division credits by matriculation
date. (Admission preference is given to those
applicants who plan to complete all required
59 credits no later than the end of the first
summer session prior to matriculation),
—successful completion of advanced place-
ment examinations.

Advanced Placement for the
Registered Nurse

When the official application for upper division
study is received by the School of Nursing, in-
formation about the Advanced Placement Ex-
aminations is forwarded to the applicant and in-
cludes study guides and registration forms for
all the examinations. The required advanced
placement examinations are as follows:

*NURS 311/312 Pathophysiological Concepts and Clinical Implications and
Pharmacologic Agents and Clinical Applications
Satisfactory performance on a mathematics mastery examination is also required

* *NURS 426 Professional Strategies

* * *NURS 457 Maternal & Child Health Nursing

* * *NURS 554 Adult Nursing

* * *NURS 503 Psychiatric/Mental Health Nursing

6 credits
0 credits

3 credits

Total of

21 credits

for these

three

examinations

*A minimum grade oj "C" is required on this advanced placement examination.
**A minimum score oj 33 is required on this advanced placement examination.
***A minimum score of 45 is required on each of these 3 tests.

Nuns 31 1 and 312 are prepared by University
of Maryland faculty members. Nurs 426, 457,
554, and 503 are prepared by the American
College Testing Center. Those who would like
to contact the Center directly may do so by
writing to the following address:

ACT PEP

2201 North Dodge Street

P.O. Box 168

Iowa City, Iowa 52243

If an applicant fails Nurs 311, 312. or 426,
(s)he must take the courses after matriculating
in the program. Decisions as to when these
courses are to be taken are the responsibility of
the Director of Admissions and Academic Pro-
gressions. Students have two attempts to suc-
cessfully pass Nurs 311, 312, 426, 457. 554
and 503. Students who fail to pass Nurs 457,
554, and 503 tests on the second attempt are al-
lowed to apply to the generic program.

Advanced placement examinations must be
retaken if the student does not matriculate in the
upper division course of study within five ad-
mission years.

Unique Features of the
Curriculum for Generic Students:
Upper Division

The junior and senior year of the Nursing Cur-
riculum are offered at the University of Mary-
land at Baltimore campus and the University of
Maryland Baltimore County campus. The cur-
riculum is based on an integrative model
whereby students are taught by teachers who
have specialized knowledge and skills in the
area of maternal-child, psychiatric-coummunity
mental health, medical-surgical, community
health nursing, and primary care nursing. All
students work toward the same course objec-
tives, although the teaching-learning methods
may vary among faculty.

A faculty— student ratio of approximately
1:10 creates a learning situation whereby stu-
dents have sufficient opportunity to learn the
clinical skills required of professional nurses.
Student placement for the junior year is an ad-
ministrative decision. A lottery is used to make
decisions concerning senior student placements.

A typical plan of study for the upper division
nursing major follows:

JUNIOR YEAR

Fall Semester

NURS 314 Concepts of Nursing I
*NURS 311 Pathophysiological Concepts and Clinical Implications
*NURS 313 Introduction to Nursing Process

TOTAL

Winter Session (Month of January)

NURS 323 Stressors through the Life Span

TOTAL

Spring Semester

*NURS 315 Concepts of Nursing n

*NURS 312 Pharmacologic Agents and Clinical Applications
NURS 418 Special Topics— Electives in Health Related Courses

TOTAL

Credits

9
3
3

Credits

3
Credits

3
3

*Tliese courses are challenged by R.N. students after applying to the upper division (Advanced Placement Examinations Nurs
457, 554 and 503 are equivalent to credits for Nurs 314 and Nurs 315 above; Nurs 426 is equivalent to Nurs 322)

SENIOR YEAR

Fall Semester

NURS 324/325 Concepts of Nursing ITJA or B
NURS 321 Leadership and Management in Health Care Settings
*NURS 322 Nursing in Society
**NURS 410 Research and Statistics

TOTAL

Winter Session

*NURS 326 Clinical Nursing Elective (may be taken by
generic students in the summer)

TOTAL

Spring Semester

NURS 324/325 Concepts of Nursing IUA or B
*NURS 322 Nursing in Society
**NURS 410 Research and Statistics

TOTAL

*Take with Nurs 324
**Take with Nurs 325

Credits

3
3
3

Credits

9
3
3

Unique Features of the
Curriculum for Registered Nurse
Students: Upper Division

The curriculum for the registered nurse is
planned to maximize the strengths the registered
nurse brings to the baccalaureate program. The
registered nurse is viewed as an adult learner
who possesses the special characteristics of a di-
verse life, educational and clinical experiences,
and a high level of motivation that fosters inde-
pendent and collaborative learning.
Clinical practice areas for the registered nurse

are provided through arrangements with a wide
variety of health care agencies. All clinical
coursework is under the supervision of faculty
of the School of Nursing. Students are assigned
to any one of a number of different agencies
for the purpose of accomplishing the course ob-
jectives as determined by faculty.

A typical plan of full-time study appears be-
low for R.N. students who have met the re-
quirements for the preprofessional courses and
have established credit through satisfactory
completion of advanced placement examina-
tions.

Fall Semester

NURS 334 Concepts of Nursing F/A
NURS 333 Client Assessment
NURS 418 Health Elective or
NURS 410 Research and Statistics

TOTAL

Winter Session (month of January)

NURS 326 Clinical Nursing Elective or
NURS 348 Seminar, Workshop

TOTAL

Credits

Spring Semester

NURS 335 Concepts of Nursing IVB

NURS 418 Health Elective or

NURS 410 Research and Statistics

NURS 321 Leadership and Management in Health Care Settings

TOTAL

Credits

3
3

Students may not take more than 15 credits dur-
ing the fall and spring semesters or 3 credits in
the winter session without administrative ap-
proval from the Director of Admissions and
Academic Progressions.

Part-Time Study

This option is available to a limited number of
registered nurses who may complete the pro-
gram in two or three academic years. Enroll-
ment in certain courses may be limited depend-
ing upon demand.

General School Policies Related
to Curriculum Matters

Policies Regarding Nursing Concepts
Courses

The major nursing courses, i.e., NURS
314,315,324,325,326,334 and 335, must be
taken within the University of Maryland School
of Nursing. This policy does not negate the op-
portunity for R.N. students to challenge the jun-
ior year clinical concepts courses. Faculty-
student ratios for Concept Courses are
maintained at an average program-wide ratio of
approximately 1:10.

Clinical Practice Areas

Clinical practice areas for the baccalaureate pro-
gram are provided through arrangements with a
wide variety of hospitals and other health agen-
cies. Clinical practice is under the supervision
of faculty of the School of Nursing. Students
are assigned to different types of agencies for
the purpose of accomplishing the course objec-
tives as determined by the faculty.

Honors Program

The School of Nursing is participating in an in-
terdisciplinary honors program initiated at Uni-
versity of Maryland at Eastern Shore in fall,
1979. Plans are underway to continue the con-
cept of a program that is especially designed for
those students meeting honors criteria.

Outreach Students

During the 1975-1976 academic year, an off-
campus, part-time degree completion program
for "community bound" registered nurses was
established in Astern Maryland and on the
Eastern Shore. The first group of students com-
pleted the program in 1978. This offering is
currently continuing in Western Maryland, in
the Cumberland area and the Hagerstown area.
The program enables registered nurses to com-
plete all requirements for the baccalaureate de-
gree in nursing through enrollment on a part-
time basis in regional centers. Requirements for
achieving senior year status are the same as on
the Baltimore campus. The usual senior year
curriculum for R.N. 's, which involves 32
earned credits, is arranged over a two to three-
year time span. Inquiries should be addressed to
the Director of the Outreach Program, Univer-
sity of Maryland School of Nursing, 655 West
Lombard Street, Baltimore, Maryland 21201.

■ ""3

Degree Requirements for the
Baccalaureate Program

It is the responsibility of faculty of the School
to establish and publish degree requirements.
Responsibility for knowing and successfully
meeting these requirements rests with the stu-
dent. Requirements are set forth in this cata-
logue and updated annually in the Academic
Handbook given to enrolled students at the be-
ginning of each academic year. Current require-
ments are as follows:

1 . Certain lower division coursework is re-
quired for admission to the junior year of the
undergraduate program in nursing. Official tran-
scripts of this coursework must be submitted to
the Director of Admissions and Registrations by
published deadline date.

2. A minimum of 120 credits (122 for ge-
neric students and 121 for R.N. students) in
certain coursework is required. The lower divi-
sion courses required for admission to the junior
year and the required courses of the upper divi-
sion major in nursing completed at the Univer-
sity of Maryland comprise the required credits.
At least the senior year must be completed at
the University of Maryland. This does not ne-
gate Outreach Students from completing their

courses at Outreach sites.

3. Upper division major in nursing; required
courses appear elsewhere in the catalogue.

4. A minimum grade point average of 2.0 is
expected each semester of the junior and senior
year, as well as a cumulative grade point aver-
age of 2.0 for graduation.

5. A grade of C or better is required in both
the didactic and clinical portions of Nursing
Concepts Courses, NURS
314,315,324,325.326,334 and 335. Also a C or
better is required in NURS 311, 312, 313, and
333, and failure to obtain this grade prohibits
students from moving to the next level concepts
course. In sequential courses such as NURS
311, 312, 314, 315, 324, 325, 334, and 335 a
C must be earned in the initial course before
registering for the next one. If a D or F is re-
ceived in these courses the course must be re-
peated, with permission of the Director of Ad-
missions and Academic Progressions, and a C
grade or higher earned the next time it is of-
fered.

6. A diploma application must be filed with
the Director of Admissions and Registrations,
University of Maryland at Baltimore, before the
stated deadline date in order to receive the de-
gree.

Grading System

The following grades are used to report the quality of upper division coursework
on grade reports and transcripts:

Grade Quality Grade Points

Excellent

Good

Satisfactory

Minimal Passing

Failure

Incomplete

Passing at C level or above

Withdrew from all courses

and the university

Audit

No Grade submitted by Faculty

(but not acceptable in
certain courses)

Note: Only Grades of A.B.C.D and F are com-
puted in the grade point average on the grade
reports published and maintained by the Office
of Admissions and Registrations.

A grade of P is given only for specified
courses that are graded Pass/Fail when perfor-
mance is at a C level or above.

A grade of D or F is unsatisfactory for Nurs-
ing Concepts courses and the courses titled
Pathophysiological Concepts and Clinical Impli-
cations, Pharmacologic Agents and Clinical Ap-
plications. Introduction to Nursing Process and
Client Assessment. These courses require a C
grade or higher for the fulfillment of degree re-
quirements. A grade of I is given at the discre-
tion of the instructor only when extenuating cir-
cumstances beyond the student's control prevent
the completion of a minor portion of work in a
course. Students receiving a grade of an I are
responsible for arranging with the instructor the
exact work required to remove the incomplete.
If an I grade is not removed by the end of the
following semester, the grade automatically con-
verts to F except with Nursing Concepts

courses when the time of completion is deter-
mined by the instructor. Any I grade may pre-
clude normal progression in the program as de-
termined by Progressions Committee policies.

Withdrawal Policy

A student may withdraw from the School of
Nursing at any time. The student will receive a
"WD" on his transcript. If the student with-
draws after the beginning of the eighth week, a
summary statement is placed in the student re-
cord with a form noting whether the student
was passing or failing.

Dropping A Course

Students are not permitted to drop courses. Ex-
ceptions to this rule may be made by the Direc-
tor of Admissions and Academic Progressions
when extenuating circumstances warrant it.

Record keeping policies of the Office of Ad-
missions and Academic Progressions of the
School of Nursing and the Office of Admis-
sions and Registrations vary slightly.

The following chart shows the policies:

Office of

Admissions

and Academic-

and

Time Frame

Progressions

Registrations

1st day to

Records that a stu-

Nothing recorded

end of 7th

dent registered for

on student's

week.

the course and the
date he dropped it.

record.

Starting the

A drop-passing (DP)

Nothing recorded

8th week through

or a drop-failing

on student's record.

the end of the

(DF) will be recorded.

semester.

NOTE: 1 . Students who fail or drop a Con-
cepts of Nursing course and maintain
enrollment in non-clinical nursing
courses are eligible to retake the Con-
cepts course the next time there is
space available. The Director of Ad-
missions and Academic Progressions
determines which non-clinical courses
a student can take while waiting to re-
take Concepts.

2. Students repeating a Concepts

course as a result of a failure or drop
may not take additional non-clinical
courses at the time of the repeat with-
out permission of the Director of Ad-
missions and Academic Progressions.

Computation of Grade Point Average for a Se-
mester: Grade points are given for the courses
attempted in a given semester in the upper divi-
sion major and multiplied by the number of
credits attempted. The sum of the grade points
divided by the total credits for the courses.

equals the grade point average as in the exam-
ple below:

NURS 314 (9 cr) B = 27 grade points
NURS 418 (3 cr) B = 9 grade points
NURS 312 (3 cr) B = 9 grade points

Total (15 cr) B = 45 grade points

3.00 grade point average
15 145.00

Grade Points
A = 4 points
B = 3 points
C = 2 points
D = 1 points
F = 0 points

Computation of the Cumulative Grade Point Av-
erage: The total grade point for all courses (in-
cluding upper division cousework, challenge ex-
amination grades for the R.N. and courses
accepted for admission) are added and calcu-
lated as above.

Progression and Reinstatement
Policies

It is the student's responsibility to monitor his
academic progression toward the completion of
degree requirements, as well as to maintain
good academic standing. Students receive from
faculty a mid-semester warning if in jeopardy
of failing a course. At the end of each semes-
ter, students receive grade reports on course-
work completed from the Director of Admis-
sions and Registrations. These reports of official
grades (and their entry on the official transcript)
and the grades for courses accepted for admis-
sion are used by faculty to certify academic
standing and to determine honors, academic
warning and dismissal, and the completion of
degree requirements.

The Committee on Academic Progressions
meets regularly to establish and implement poli-
cies on progression and, through the Office of
the Director of Admissions and Academic Pro-
gressions, formally notifies students in poor ac-
ademic standing who are placed on academic
warning or are academically dismissed. Stu-
dents are notified in writing when they are re-
moved from academic warning.

Academic Standing and
Reinstatement

Good Academic Standing: is defined as satisfac-
tory academic progress of a registered degree
candidate in coursework and toward degree re-
quirements.

Poor Academic Standing: is defined as tempo-
rary academic preformance that is below the ex-
pected level of achievement in a professional
nursing course(s). However, such students are
making progress toward the degree. Such stu-
dents are normally placed on academic warning
and may be subject to academic dismissal.

Academic Warning: a student in poor academic
standing is placed on academic warning by the
Committee on Academic Progressions, The Di-
rector of Admissions and Academic Progres-
sions, or the Associate Dean for the Undergrad-
uate Program. In the written notification of
academic warning and unsatisfactory academic
achievement, the student will be informed of
the length of the warning and any specific con-
ditions that must be satisfied to be removed
from warning. Specific conditions warranting
academic warning include:

1 . a D or F in a Nursing course

2. a cumulative grade point average of 1 .960
to 1.999

3. a grade point of less than 2.0 for any
given semester

4. academic dishonesty

5. an academic record reflecting other unsat-
isfactory progress in meeting degree re-
quirements

Academic Dismissal: a student is dismissed from
the undergraduate program by the Committee
on Academic Progressions. Director of Admis-
sions and Academic Progressions, or Associate
Dean for the Undergraduate Program for con-
tinued evidence of unsatisfactory progress to-
ward meeting course or degree requirements as
usually evidenced by repeated courses or aca-
demic warnings as specified below:

1 . two D or F grades earned in Nursing Con-
cepts courses

2. a cumulative grade point average of 1 .959
or lower

3. being placed on academic warning more
than twice

4. academic dishonesty

5. an academic record reflecting other unsatis-
factory progress in meeting degree require-
ments

Reinstatement: students who withdraw in good
academic standing can apply for reinstatement
through the Admissions Committee. A student
who was academically dismissed, or who with-
drew in poor academic standing, must request
reinstatement to degree candidacy from the
Committee on Academic Progressions. Such
written requests are made to the Director of
Admissions and Academic Progressions. Al-
though such requests are considered individu-
ally, the following guidelines are followed:

1 . General admission policies of the Univer-
sity and the School prevail (e.g. space
available. University rules and regulations,
etc.)

2. Students may be reinstated only once.

3. A current physical examination which de-
clares the student as having acceptable
health status by the Student Health Service
is required as a condition of reinstatement.

4. The student's academic record and aca-
demic standing upon dismissal are consid-
ered.

5. Academic requirements for reinstatement
will be specified and will include, if ap-
propriate, a mastery examination in math-
ematics.

6. The student's potential for successful
completion of the program is evaluated.

7. Appropriate malpractice insurance is re-
quired at the time of reinstatement.

Deadline dates for requesting reinstatement:

First Monday of November for winter session
and spring semester.

First Monday of April for reinstatement for
summer and fall semesters.

Notification of decision as to reinstatement
may be delayed until infomiation on space con-
straints is available.

Policy Relating to Plagiarism,
Cheating and Other Academic
Irregularities

In cases involving charges of academic irregu-
larities or dishonesty in an examination, class
work or course requirements by a student, a
faculty member or another student shall report
to the appropriate Chairperson any information
received and the facts within his knowledge.
Examples of academic irregularities or dishon-
esty include acts such as plagiarism, cheating,
misrepresenting someone else's work as one's
own work, falsification of credentials, revealing
contents of an examination to anyone who has
not yet taken the exam, failure to report infrac-
tions, and any other academic-related behaviors
that are disrespectful of the rights of individ-
uals, the policies of the School of Nursing and
the University or the professional standards of
conduct.

After having considered evidence submitted
by student and faculty, if the Chairperson deter-
mines that an infraction has occurred, (s)he
shall determine the appropriate disciplinary
action. If the student is dissatisfied with the de-
cision, (s)he may appeal to the Associate Dean
for Undergraduate Studies, and if necessary, to
the Dean, School of Nursing.

Possible penalities for violations of this policy
include: being placed on academic warning, as-
signing a failing grade for the course, suspen-
sion, expulsion, and others.

Dismissal of Delinquent Students

The School reserves the right to request the
withdrawal of students who do not maintain the
required standing of scholarship, or whose con-
tinuance in the School would be detrimental to
their health, or to the health of others, or whose
conduct is not satisfactory to the authorities of
the School. It is a general expectation that stu-
dents will abide by rules and regulations estab-
lished by the University. Violation of University
regulations may result in disciplinary measures
being imposed.

Withdrawal From the School

Should a student desire or be compelled to
withdraw from the School at any time, he
must:

1 . write a brief letter to the Director of Ad-
missions and Academic Progressions ex-
plaining the reason for withdrawal;

2. secure a withdrawal form with appropriate
signatures from the Director of Admis-
sions and Academic Progressions;

3. submit the signed withdrawal form to the
Office of Admissions and Registrations.

The staff of the Office of Admissions and
Academic Progressions will notify the instruc-
tors of the withdrawal. The date used in com-
puting refunds is the date the application for
withdrawal is filed with the Registrar, Office of
Admissions and Registrations.

Financial Information
(Undergraduate) Fees

The infomiation given below is minimal and re-
flects fees and other expenses for the 1981-
1982 academic year.

University of Maryland at Baltimore
Upper Division (Junior-Senior)

Fall
Semester*

Spring
Semester

Total

Matriculation (new students only) 20.00 20.00

*Tuition-Fixed Charge Fee

In-State 478.50 478.50 957.00

Outof-State 1559.50 1559.50 31 19.00

Part-time Undergraduate per

credit— 8 credits or less 56.00 56.00

Supporting Facilities Fee (Full-time) 44.00 44.00 88.00

(Part-time) 9.00 9.00 18.00

Instructional Resources Fee (Full-time) 23.00 23.00 46.00

(Part-time) 12.50 12.50 25.00

Student Health Fee (Full-time) 1 1 .00 1 1 .00 22.00

(Part-time) 4.50 4.50 9.00

Student Activities Fee (Full & Part-time) 5.50 5.50 1 1.00

**Health Insurance

One Person 173.04 173.04 346.08

Two Persons 332.76 332.76 665.52

Family 447.00 447.00 894.00

Malpractice Insurance Fee 13.00 13.00

Dormitory Fee-Single Occupancy 905.00 905.00 1810.00

-Double Occupancy 805.00 805.00 1610.00

Diploma Fee (Seniors) 15.00

Late Registration Fee 20.00 20.00

Change Fee 5.00 5.00

*A $50 nonrefundable deposit is required at the time of the student 's acceptance for admission. This amount is applied to the
fall tuition.

**Health Insurance (the University plan or equivalent insurance) is required of all full— time students. Students with equiva-
lent insurance coverage must provide proof of such coverage at registration.

Explanation of Fees:

Registration Fee: All students are expected to
complete registration, including the filing of
class cards and payment of bills, on the regu-
lariy scheduled registration days. Those who do
not complete registration during the prescribed
days must pay a late registration fee of $20.00.
Students receive registration instructions from
the Office of the Registrar.

Tuition-Fixed Charges Fee: helps defray the cost
of operating the University's programs.

Instructional Resources Fee: represents a charge
for instructional materials and/or laboratory sup-
plies furnished for and to students.

Student Acti\iries Fee: collected by the Univer-
sity and used at the discretion of the various
student government associations to provide fi-
nancial support for recreational, social and pro-
fessional activities.

Student Health Fee: charged to help defray the
cost of providing a Student Health Service. This
service includes routine examinations and emer-
gency care. Blue Cross or other acceptable
medical insurance is also required.

Supporting Facilities Fee: payable by all stu-
dents on the University of Maryland at Balti-
more campus and is used to support the auxil-
iary facilities and service provided for the
convenience of all students.

Diploma Fee: charged to help defray costs in-
volved with graduation and commencement.

Malpractice Imurance Fee: charged at registra-
tion and is applicable to all undergraduate nurs-
ing students. Additional expenses include the
purchase of uniforms (approximate cost —
$130.00) and the recommended purchase of a
stethoscope at approximately $30.00. No di-
ploma, certificate, or transcript will be issued to
a student until all financial obligations to the
University have been satisfied. The University
reserves the right to make such changes in fees
and other changes as may be necessary.

Registration

The initial registration at the School of Nursing
must be done in person, and according to regis-
tration dates and procedures provided by the
UMAB Office of Admissions and Registrations.

All students must receive health clearance
from the UMAB Student Health Office in order

to begin or remain in clinical courses. This in-
cludes passing a physical examination at a satis-
factory level. In some instances students may
be required to return to the Student Health Of-
fice for further evaluation. Students may prere-
gister for subsequent semesters through the
School of Nursing's Office of Admissions and
Progressions and pay their bill by mail. After
classes begin, students who wish to terminate
their registration must follow the withdrawal
procedures and are liable for charges applicable
at the time of withdrawal.

Students who are out of course sequence with
their classmates must confer with the Director
of Admissions and Academic Progressions and
develop, if appropriate, an individual progres-
sion pattern to be followed.

Students who fail to register during official
registration periods must utilize late registration
dates published by the Office of Admissions
and Registrations and pay a late fee of $20.00
together with a $5.00 fee for each change in
program. Privileges of the University are availa-
ble only after registration has been completed.

Records

Transcripts: All financial obligations to the Uni-
versity must be satisfied before a transcript of a
student's record will be furnished any student or
alumnus. There is a charge of $2.00 for each
transcript. Checks should be made payable to
the University of Maryland. Transcripts may be
obtained by writing to the Office of the Regis-
trar, University of Maryland, 660 West Red-
wood Street, Baltimore, Maryland 21201.

Review of Records: All records, including aca-
demic records from other institutions, become
part of the official file and can neither be re-
turned nor duplicated. Provisions are made for
students to review their records if they desire.
A request to review one's record should be
made a week in advance through the Office of
Admissions and Progressions.

Financial Aid Overview

Financial aid in the form of grants, loans, and
work-programs is awarded to students and is
based upon financial need. Applicants must
complete a financial aid application annually in
the spring preceding the academic year for
which aid is sought. By completing one appli-
cation, the applicant will be considered for all
types of aid available through the University.

Separate applications must be completed to be
considered for funding from sources outside the
University. Because of limitations in available
funds, preference is given to full time students.
Recipients of financial aid are expected to make
satisfactory progress toward attainment of a de-
gree and to abide by all academic and non-
academic regulations of the University. In the
case of new students, applicants must have
been accepted for admission to the University
before the financial aid will be awarded. Prior-
ity date for submitting application for the fol-
lowing academic year is February 15. Requests
for information about, and applications for, fi-
nancial aid should be addressed to:

Student Financial Aid

University of Maryland, Baltimore

624 West Lombard Street

Baltimore. Maryland 21201

Sources of Aid for Baccalaureate
Students

University Sources

University Grant: Grants for disadvantaged stu-
dents who are residents of Maryland.

Dean 's Scholarship: Grants for disadvantaged
students who need not be residents of Mary-
land.

Nurse Training Act Loans: Loans to a maximum
of $2,500 annually. Loans are at seven percent
annual interest with principal and interest pay-
ments beginning nine months after graduation;
deferment and cancellation provisions are avail-
able.

College Wjrk-Study: Support for students in ca-
reer related employment during the academic
year as well as the summer months.

Supplemental Educational Opportunity Grants:
For students demonstrating exceptional need.

Private Endowment and Donations: Donations
and bequests have established scholarship and
loan accounts each varying in eligibility.
amounts, availability, and repayment terms for
loans.

Pi Chapter of Sigma Tlwta Tan: The national
honor society for nursing offers a scholarship to
one junior and one senior nursing student each
year. Eligibility requirements are the same as
those established for membership in Sigma

Theta Tau. The deadline for application is Sep-
tember 15.

Hospital Scholarships: Some hospitals have spe-
cial plans for financial aid if the student agrees
to work for the agency upon graduation. For in-
formation regarding this source contact the Fi-
nancial Aid Office or the Associate Dean for
Undergraduate Studies.

Pell Grant: Awards for undergraduate students
who have not previously earned a baccalaureate
degree; awards, based on financial need, range
from $200 to $1,800. Applications are available
from any financial aid or high school counsel-
ing office.

Desegregation Grants: Minority students who
are Maryland residents are eligible for these
funds. Desegregation grants normally will be
used to reduce the amount of loan included in
the financial aid award.

Air Force Reserve Officers Training Corps
(AFROTC): Two year nursing scholarships are
awarded to applicants accepted into the ROTC
program and the upper division nursing pro-
gram. The scholarship includes books and tui-
tion plus $100 dollars a month, or approxi-
mately $1,000 a year. Applicants must enroll in
the ROTC course at the University of Mary-
land, College Park, Maryland. See the junior or
senior Year Director about availability of place-
ment on the Washington-based team to reduce
commuting problems. For further information,
contact Detachment 330, University of Mary-
land, phone 301454-3245/42.

Non-University Sources

Maryland State Scholarship Board: Residents of
Maryland may apply for aid through each of
the following programs:

House of Delegates Scholarships

Senatorial Scholarships

General State Scholarships
Further information may be obtained from the
Maryland State Scholarship Board, 2100
Guilford Avenue, Baltimore, Maryland 21218.

Bank Loans: Students may obtain educational
loans through private lending institutions such
as banks or credit unions. Interest at nine per
cent is deferred until after graduation. As

lenders have limited funds for this program,
students are encouraged to contact their lending
institutions at the earliest possible date.

The Maryland Higher Education Loan Cor-
poration (MHELC) Program permits graduates
to borrow up to $5,000 annually, undergradu-
ates may borrow up to $2,500 annually.
MHELC applications are available in the Stu-
dent Aid Office.

Student Services

Academic Counseling: The School of Nursing
maintains a system of academic counseling that
is course related, provided by faculty and fac-
ulty teams. Academic counseling that involves
the progression of students in the program is
provided by the School's Office of Admissions
and Academic Progressions. Additionally, there
are special counselors who provide academic
assistance in test-taking, study skills and the
writing of papers. These counselors may be
contacted through the Office of Student Devel-
opment Services at the School of Nursing.

Personal Counseling: Students experiencing per-
sonal difficulties may seek assistance through
the Office for Student Development Services.

Health Senice: Health insurance is required of
all full-time nursing students through either the
University plan or self procured equivalent cov-
erage. Additionally, a required student health
fee makes services available at the Student
Health Center during the school year as well as
the required physical examinations for students
of nursing.

Student Government Association: All undergrad-
uate students are members of the Student Gov-
ernment Association which provides governance
as well as activities for students.

Academic Handbook: The school publishes an
Academic Handbook for undergraduate students
which outlines academic policies applicable to
students pursuing the B.S.N, degree.

Living Arrangements on UMAB
Campus

Information and applications for living accom-
modations on the Baltimore campus may be ob-
tained from the Director of Housing, University
of Maryland, Baltimore Student Union, 621 W.

Lombard Street, Baltimore. Maryland 21201.
Because of space limitations, early application
is advisable. Male and female students enrolled
on the Baltimore City campus may arrange for
living accommodations in the Baltimore Student
Union. Board contracts are not available on the
Baltimore City campus; meals may be pur-
chased on an individual basis in the Baltimore
Student Union or University of Maryland Hos-
pital cafeterias. Off-campus housing information
is available through the housing office.

Employment Opportunities Upon
Graduation

Baccalaureate graduates of the University of
Maryland School of Nursing have many career
opportunities available to them. Graduates may
choose to practice nursing in a hospital or out-
patient clinic, an extended care facility, or a va-
riety of community agencies including schools,
industries, and physicians offices. In addition,
graduates who have a baccalaureate degree may
choose a career in civil service, the military, or
the Xfeteran's Administration. A survey of 1979
graduates showed that 99 percent were em-
ployed: nonemployment was the choice of the
graduate. Salaries for generic graduates ranged
from $16,000 to $17,000. The graduate who
earns a baccalaureate degree as a Registered
Nurse is usually paid at a higher rate due to
prior experience in nursing.

Eligibility for State Licensure

Graduates of the program are eligible for ad-
mission to the examination given by the Mary-
land State Board of Examiners of Nurses (or by
any other state board) for licensure to practice
nursing. Application is generally submitted prior
to the date of graduation. Students interested in
applying for admission to the University of
Maryland School of Nursing should be aware
of Maryland's Nurse Practice Act, Article 43,
Section 299 which authorizes the Board to with-
hold, deny, revoke, suspend or refuse to renew
the license of a nurse or applicant for a variety
of reasons including conviction of a crime in-
volving moral turpitude if nature of the offense
bears directly on the fitness of the person or
practice nursing or violation of any provision of
the Nurse Practice Act.

COURSE DESCRIPTIONS

Baccalaureate Program
Upper Division (Junior-Senior)
Curriculum

NURS 311 Pathophysiological Concepts
and Clinical Implications (3) Fall Semester,
junior year. This course focuses on pathophysi-
ological disruptions to system functioning. The
alterations within the system are discussed as
well as the impact of these alterations on the in-
dividual. The student will apply previously ac-
quired knowledge in human anatomy and physi-
ology as well as other basic sciences. This
course contributes to the scientific basis for uti-
lization of the nursing process.

NURS 312 Pharmacologic Agents and
Clinical Applications (3) Spring Semester,
junior year. Prerequisite: NURS 311. This
course focuses on the use of therapeutic drugs
in the health care setting and their effects upon
normal and abnormal physiology. Pharmaco-
logic agents are discussed in relation to their ef-
fects on body systems, mechanisms of action
and excretion, therapeutic usage and nursing
implications. This course builds upon the stu-
dent's understanding of physiological and patho-
physiological processes gained in NURS 3 1 1
and other courses.

NURS 313 Introduction to the Nursing
Process (3) Fall Semester, junior year. This

course introduces the student to the components
of the nursing process— assessment, planning,
implementation and evaluation— as a basis for
nursing practice. Basic assessment, interper-
sonal, psychomotor and medication administra-
tion skills will be the focus of the course. Stu-
dents will have an opportunity to learn and
practice basic nursing skills in the laboratory
and clinical settings.

NURS 314 Concepts of Nursing I (9) Fall
Semester, junior year. This course must be ac-
companied by NURS 313 unless credit for
NURS 313 has previously been established.
The focus of the course is on man as a behav-
ioral system, the health-illness continuum, and
the role of the professional nurse in helping cli-
ents of all ages to maintain and/or promote op-
timal health. Students are introduced to the con-
ceptual framework and the four major concepts
which provide the organizing schema for the
Concepts of Nursing courses: stress and adapta-
tion, systems functioning, the nursing process,
and the role of the nurse. The assessment com-
ponent of the nursing process constitutes a ma-
jor focus of this course. However, all aspects of
the nursing process are included. An integral
part of this course is the development of a help-
ing relationship with clients of all ages experi-
encing common problems involving a mild
stress level. Resources and support systems
within the family and community are included.
Use of communication skills, health teaching,
and other nursing interventions will serve as a
basis for future learnings.

NURS 315 Concepts of Nursing II (9)

Spring Semester, junior year. Prerequisites:
NURS 311, NURS 313, NURS 314, NURS
323. The focus of this course is the nursing
care of clients experiencing stress states charac-
terized by moderate intensity and relative stabil-
ity. All aspects of the nursing process are in-
cluded. The mutual interaction between the
client and family are explored as well as re-
sources within the health team and community.
Students will work with adults and children to
assist them in regaining and/or promoting opti-
mal health, and with families in the perinatal
period.

NURS 321 Leadership and Management
in Health Care Settings (3) Fall Semester,
senior year. Prerequisite: NURS 315. This
course focuses on the role of the professional
nurse as a leader and manager. Organizational
and interpersonal factors and theories that effect

nursing practice are examined. Emphasis is
placed on group theory and process. Applica-
tion of management principles and skills is
made to a variety of health care settings.

NURS 322 Nursing in Society (3) Fall or
Spring Semester, senior year. This course pro-
vides an opportunity for students to study the
multiple factors which have contributed to the
emergence of professional nursing. The profes-
sion is studied in relation to and as an integral
part of the changes in our society. Significant is-
sues confronting the profession are identified.
Upon completion of this course the student
should demonstrate a better understanding of
the profession of nursing in its present state of
growth, an awareness of its potential and direc-
tion, and cognizance of each nurse's own re-
sponsibility in its development.

NURS 323 Stressors through the Lifes-
pan (3) Minimester, junior year. Prerequisite:
NURS 314. This course provides the student
with an indepth look at selected psychosocial
concepts basic to understanding client responses
in a variety of settings. The theoretical bases of
each concept are presented, as well as its ex-
pression at varying points along the lifespan.
Developmental and situational stressors affect-
ing these concepts are examined. Interventions
to assist clients to cope with these stressors are
discussed.

NURS 324 Concepts of Nursing III A (9)

Fall or Spring Semester, senior year. Prerequi-
sites: NURS 312, NURS 315. The focus of
this course is on hospitalized clients experienc-
ing biopsychosocial disruptions and intense or
variable stress states. All components of the
nursing process are used. Student learning expe-
riences include working with adult and child
clients experiencing complex, multiple system
problems requiring rapid utilization of the nurs-
ing process. Major components of the course
are the opportunity to apply management princi-
ples as a leader of a small work group and the
multidisciplinary interaction with other health
team members.

NURS 325 Concepts of Nursing IIIB (9)
Fall or Spring Semester. Prerequisites: NURS
312, NURS 315. The three major areas of fo-
cus for this course are mental health, family
and community. All components of the nursing
process are used. Students will have an oppor-
tunity to work with clients in mental health set-

tings as well as with families who may have at
least one member experiencing varying stress
states but are maintained through use of ambu-
latory services and community based agencies.
This course provides students the opportunity to
work with clients over an extended period of
time and to work in a group setting to evaluate
health needs of a specified community group.

NURS 326 Clinical Nursing Elective (3)

Minimester, senior year. Prerequisites: NURS
324 or NURS 325 for generic students and
NURS 333 and NURS 334 for RN students.
Designed to offer the student an opportunity to
select and study an area of particular interest in
clinical nursing. Distributive and episodic nurs-
ing practice settings serve as clinical laborato-
ries for learning. Senior students may elect to
participate in a faculty offered course, indepen-
dent study under faculty mentorship or a sum-
mer clinical elective offered in collaboration
with University of Maryland Hospital and other
clinical agencies.

NURS 333 Client Assessment (2) Fall Se-
mester, senior year. Prerequisite: Admission to
RN level. The purpose of this course is to pro-
vide the registered nurse with the skills to per-
form health assessments of clients. The class
and laboratory experiences will be organized us-
ing selected processes from the subsystems cur-
riculum framework. Since the registered nurse
student brings a background of knowledge, ex-
perience and competencies to this course, these
will be utilized in meeting the course require-
ments. An emphasis of this course is the evalu-
ation of clients with special attention directed
toward the effects of stress and stress-mediated
responses. The integration of the biopsychoso-
cial assessment will be facilitated using com-
mon health concerns prominent in the American
society. This two credit course will have a one
hour class presentation and a three hour labora-
tory experience each week during which stu-
dents will practice, under direct supervision, the
assessment skills being taught.

NURS 334 Concepts of Nursing IV A (9)

Fall Semester, senior year. Prerequisites: Satis-
factory completion of Mastery Examination in
Mathematics or NURS 313. This course is de-
signed to assist the registered nurse student to
synthesize previous knowledge with advanced
theoretical concepts in relation to man, his pri-
mary groups and his environment. Emphasis

will be placed on the application of concepts of
systems theory, health stress, communication,
family and group theory to nursing process.
Specific clinical experiences are provided with
clients experiencing varying stress states.

NURS 335 Concepts of Nursing IV B (9)

Spring Semester, senior year. Prerequisites:
NURS 333. NURS 334, and NURS 326 or
NURS 348. This course is designed to assist
the registered nurse student to synthesize pre-
vious knowledge with advanced theoretical con-
cepts in relation to man, his primary groups,
and his environment. Emphasis will be placed
on the application of concepts of crisis, decision
making, planned change, teaching/learning,
family and community. Specific clinical experi-
ences are provided with clients experiencing
varying stress states.

NURS 348 Electives, Workshops, Semi-
nars, and Institutes (1-6) Prerequisites:
NURS 333 and NURS 334. Designed to pro-
vide participation in workshops, institutes and
seminars in various aspects of nursing. Faculty
reserve the right to place a limit on the number
of credits a student may take in workshops, in-
stitutes and seminar study.

^f NURS 410 Research and Statistics (3)

Fall or Spring Semester, senior year. Prerequi-
sites: NURS 3 15 or by permission of instructor.
In the context of the total research process, the
basic elements of research, including defining
the research question, literature search, sam-
pling research design, measurement and data
gathering, statistical analysis, and interpretation
of results are presented and their interdepen-
dence stressed. Inferential statistics include chi
square, ordinal data methods, correlation, multi-
ple regression, t test, f test, analysis of variance
(one way and factorial), and analysis of covari-
ance. Application and interpretation rather than
theory or mathematical derivation are empha-
sized. Evaluation of measurement tools in temis
of item analysis, reliability, and validity is pre-
sented. Student research teams critique a re-
search project report in the literature and de-
velop a research proposal which includes a pilot
test of the proposed study.

NURS 418 Special Topics (2-3) Spring Se-
mester, junior year. This course is designed to
provide offerings in current health-related topics
which include Parenting. Holistic Health Care,
Cross Cultural Nursing, and Thanatological As-
pects of Nursing.

GRADUATE PROGRAMS

Master of Science Degree
Doctor of Philosophy Degree

Master of Science Degree Areas
of Concentration (Majors)

Clinical Practice Areas:

Community Health Nursing (Track: Community

Health Nursing)
Gerontological Nursing (Track: Gerontological

Nursing)
Maternal and Child Health Nursing (Tracks:

Maternal Infant and Nursing of Children)
Medical-Surgical Nursing (Tracks: General

Medical-Surgical and Trauma-Critical Care

Nursing)
Primary Care Nursing (Tracks: Adult and Pedi-
atric Primary Care Nursing)
Psychiatric Nursing (Tracks: Child and General

Psychiatric Nursing)

Functional Role Areas:

Administration (Tracks: Administration of Nurs-
ing Education or Nursing Service)

Education (Tracks: Teaching Nursing in Associ-
ate Degree, Baccalaureate Degree or Staff
Development Programs)

Nursing Health Policy (Track: Nursing Health
Policy)

Doctor of Philosophy Degree
Areas of Concentration

Direct
Indirect

Overview of Masters and Ph.D.
Degree Programs

The University of Maryland's graduate nursing
program is the only one in the state and is one
of the largest programs in the nation. While the
programs are offered in the School of Nursing,
they are part of the Graduate School of the
University of Maryland at Baltimore; therefore,
are subject to the requirements of both schools.
The master's degree curriculum has undergone
substantive revision with the new curriculum
fully implemented in the fall semester, 1976.
The program is three semesters and a minimes-
ter in length except for Primary Care Nursing
which is four semesters and Gerontological
Nursing which is three semesters and one sum-
mer session.

Congruent with the changing needs of soci-
ety, the master's degree offers a number of spe-
cialty options to students. Students are required
to develop competence in a specialized clinical
area, and opportunity is provided to concentrate

(major) in either the clinical or the role area de-
pending on specific career goals and previous
preparation. Multiple tracks are available within
areas of concentration to provide individualized
courses of study. Every student selects both a
clinical and a role track to prepare for speciali-
zation within a clinical area and beginning func-
tional role.

The doctoral program in nursing first admit-
ted students in 1979. The program is designed
to meet the educational needs of nurses who
have developed specialized clinical expertise at
the master's level and are committed to playing
a leadership role in the discovery and refine-
ment of nursing knowledge through research.
The curriculum includes a core of required
courses which address the theoretical and em-
pirical bases for nursing and the techniques of
theory building and research. The program is
designed with sufficient flexibility to allow stu-
dents to pursue in depth their individual re-
search interests and career goals within a
research-oriented milieu.

Students specialize in either the direct or the
indirect sphere of nursing. Those specializing in
direct nursing focus on study of the health
needs of clients/patients and of nursing action
provided directly to clients in a variety of set-
tings. Those specializing in the indirect nursing
focus on the study of nursing systems and edu-
cation and administrative nursing action which
facilitates and supports clinical nursing practice.

Graduate education fosters the responsibility,
creativity, and self-direction which characterize
professional commitment and enhances a con-
tinuing desire to learn and grow. The graduate
student is viewed as a partner in the teacher-
learner dyad; receives stimulation and support
for scholarly pursuits; is given the freedom to
think and try out new ideas; and has the oppor-
tunity to apply knowledge and develop new
skills. The opportunity to articulate beliefs,
ideas and formulations is gained through inter-
action with faculty and other members of the
academic community.

Refer to the General Information and Resources
section of this bulletin for additional information.

Elaboration of the Philosophy:
Graduate Program

The graduate program of the School of Nursing
derives its purposes directly from the underlying
philosophy which is shared by the faculty. Ten-
ets of the philosophy held by graduate faculty

of the School of Nursing provide a foundation
for the conceptual framework upon which the
master's degree curriculum is based. This con-
ceptual framework analyzes the unit (the indi-
vidual, family or community) in terms of three
interrelated expressions of health— physical,
cognitive and personal. The physical expression
refers to the unit's structural and functional en-
dowment and integrity. The cognitive expression
addresses the capacity of the individual to re-
ceive, to perceive and to organize information.
The personal expression is concerned with the
affective relationships of the unit. The relation-
ships between the expressions are complex and
vary at different points in time. The expressions
lend themselves to assessment, quantification
and regulation. The intervention phase of the
nursing process depends on the relationships be-
tween them and the pattern of the expressions
of health. Evaluation of nursing intervention is
achieved through examination of the resulting
state of health of the unit.

The doctoral program at the University of
Maryland is based on the belief that nursing has
a distinct body of knowledge which can and
must be extended, verified and revised using
the methods of scholarly inquiry. Nursing
knowledge, while distinct, is not isolated or ex-
clusive. It involves the selection, integration and
expansion of knowledge from nursing and other
disciplines and the application of this knowl-
edge to the understanding of health and illness
and to the analysis and improvement of nursing
practice. Nursing knowledge is derived from
and guides nursing practice, which encompasses
two interrelated spheres of activity: direct serv-
ice to clients/patients and indirect action carried
out in educational and clinical settings which
support direct nursing care. Knowledge encom-
passing both spheres and their interrelatedness
must be extended and tested, in order to effect
improvement in nursing practice. Graduate edu-
cation in nursing is built upon and extends a
knowledge base acquired in a baccalaureate de-
gree program in nursing and is derived from the
humanities and the physical, biological and be-
havioral sciences. Each student brings to gradu-
ate education a unique combination of experi-
ence and capabilities and the learning
environment facilitates the establishment and at-
tainment of professional objectives throughout
the educational experience. The dynamic inter-
change between faculty and students results in a
commitment to and involvement in the develop-
ment of nursing knowledge and the refinement

of nursing theory. Recognizing that the growth
process in the student is continuous and that the
health needs of society change, the graduate
program is flexible and dynamic.

Purposes and Objectives of the
Graduate Programs
Master's Degree Program

The program objectives are formulated on the
assumption that graduate education builds upon
undergraduate education. Graduate education is
an intensive and analytic expansion of knowl-
edge, enabling the perception and development
of new and more complex relationships that af-
fect nursing. Graduate education provides fur-
ther opportunity for the student to think concep-
tually and to apply theory and research to
practice.

The purposes of the master's degree program
are to prepare nurses:

1. with expertise in a clinical field of nursing;

2. to function in one of the following areas:
administration, education, nursing/health pol-
icy planning, clinical specialization;

3. for leadership roles;

4. for entry into doctoral study.

The objectives of the master's degree pro-
gram are to prepare graduates who:

1 . utilize a nursing theoretical framework as a
basis for professional nursing practice;

2. generate innovative nursing actions based on
theories in nursing and related fields and
evaluate nursing actions of self and others;

3. incorporate organizational theories and learn-
ing theories in the practice of one of the fol-
lowing roles: administration, education,
nursing/health policy planning, clinical spe-
cialization;

4. collaborate with health care providers and
consumers to achieve shared health care
goals;

5. use theory in nursing and related fields and
observations in practice to generate hypothe-
ses and conduct nursing research studies;

6. analyze factors influencing the health care
system and devise strategies for improving
delivery of health care.

In addition to the knowledge and practice
components of the objectives listed above, it is
recognized that the behavior of graduates should
reflect an internally consistent value system. It
is expected that graduates will value scientific
inquiry as a basis for professional practice and
will seek to increase their contributions to the
nursing profession.

Doctoral Degree Program

The purpose of the Ph.D. program in nursing is
to prepare scholars and researchers who will ad-
vance nursing science, thereby making more ef-
fective the practice of nursing, and who will
provide innovative leadership to the profession.
The program will prepare graduates who:

1 . Construct, test and evaluate conceptual
models and nursing theories which reflect
synthesis, reorganization and expansion of
knowledge from nursing and related disci-
plines;

2. Evaluate and apply appropriate research de-
signs, measures and statistics to the study of
nursing phenomena;

3. Conceptualize practice phenomena from the
perspective of nursing frameworks and the-
ory;

4. Design, conduct and communicate research
relevant to nursing practice;

5. Facilitate the incorporation of new knowl-
edge into nursing practice;

6. Initiate, facilitate and participate in collabo-
rative endeavors related to the theoretical,
conceptual and practical aspects of health

care with clients, nurses and scholars from
related disciplines.

Curriculum:
Degree

Master of Science

The nursing program leading to a Master of
Science degree is three semesters and a mini-
mester in length and requires the completion of
4145 credits. The two exceptions are the Pri-
mary Care Nursing specialities requiring 54
credits and four semesters.

Starting on the first day of matriculation, a
time limit of a maximum of five years is al-
lowed for the completion of graduate degree re-
quirements. This applies to part-time and full-
time students.

Areas of Concentration

Each student selects an area of concentration
(major) within a clinical practice or a functional
role area. The student then chooses a specialty
track within the area of concentration. A second
track is also selected as all students must have
both a clinical and role track. The areas of con-
centration and the related tracks are as follows:

Clinical Practice Areas
of Concentration

Clinical Tracks

Community Health Nursing
* Gerontological Nursing
Maternal Child Health Nursing

Medical-Surgical Nursing

Primary Care Nursing

Psychiatric Nursing

Functional Role Areas
of Concentration

Community Health Nursing
^Gerontological Nursing

Maternal Infant Nursing

Nursing of Children

General Medical-Surgical Nursing

Trauma/Critical Care Nursing
** Adult Nurse Practitioner in Primary Care

Nursing
** Pediatric Nurse Practitioner in Primary Care

Nursing

Child Psychiatric Nursing

General Psychiatric Nursing

Role Tracks

Administration
Education

Nursing Health Policy
(Any Clinical Area)

Administration of Nursing Education
Administration of Nursing Service
Teaching in Associate Degree Program
Teaching in Baccalaureate Degree Programs
Teaching in Staff Development
** Nursing Health Policy
Clinical Nurse Specialization

*AII Students selecting this area of concentration must select two clinical tracks in addition to role track.
**Track is open only to those in the same area of concentration.

Curriculum Design/Courses

The curriculum design for the Master of Sci-
ence degree contains the following components:

Core JO Credits

Core courses are required of all graduate stu-
dents regardless of the area of concentration.

Clinical 6 Credits

Clinical track courses required of students in
their chosen clinical area (i.e.. Community
Health. Gerontological, General Psychiatric,
Child Psychiatric. Medical-Surgical. Maternal
and Child or Primary Care Nursing). All stu-
dents take a designated number of these courses
regardless of whether their area of concentration
is in clinical practice or role specialization.

Research/Diesis or Non-Thesis II Credits

Research courses and thesis or non-thesis option
credits are required of all graduate nursing stu-
dents.

Support 8-12 Credits

Support courses vary according to the student's
area of concentration. These might include non-
nursing courses.

Summary of Design

General Plan

Core 10 credits

Clinical 6 credits

Role 6 credits

Support 8-12 credits

Research 5 credits

Thesis/Electives 6 credits

Total: A\-A5 credits

Role 6 Credits

Functional role track courses required of stu-
dents in their chosen functional role (i.e.. Ad-
ministration in Nursing Service, Administration
in Nursing Education, teaching in A.D. Pro-
gram, Teaching in B.S. Program. Teaching in
Staff Development, Clinical Nurse Specializa-
tion and Nursing Health Policy). All students
take a designated number of these courses re-
gardless of their area of concentration.

Primary Care Nursing:

Core 10 credits

Clinical 15 credits

Role 6 credits

Support 9 credits

Research 5 credits

Thesis/Electives 6 credits

Elective-Role Prerequisite 3 credits

Total: 54 credits

Thesis/Non-Thesis Option

A student may elect either a thesis or non-thesis
option, depending on the nature of the problem
she/he wishes to investigate and her/his career
goals; six credits are required for either option.
In addition, all students must successfully pass
a written comprehensive examination.

Ttiesis: Under the guidance of a committee, the
student designs, implements and orally defends
a research project.

Non-Thesis: Under the guidance of the adviser,
the student takes six credits of electives and
submits one scholarly seminar paper.

Curriculum: Doctor of Philosophy
Degree

The program of study leading to the Doctor of
Philosophy degree includes a minimum of 60
semester credits beyond the master's degree.
The curriculum design includes a required core
of nursing courses which incorporate study of
Man, study of nursing action, study of the en-
vironments in which nursing is practiced and
study of the principles and methods of scientific
inquiry. Throughout the required core courses
an integrative focus is maintained whereby the-
oretical and methodological approaches of the
biophysical and behavioral/social sciences are
selected and applied from the perspective of
nursing. Within the core courses opportunity is
provided for students to build upon their educa-
tional and experiential backgrounds through a
variety of individually selected learning experi-
ences. Elective courses provide additional flexi-
bility to plan a course of study supportive to in-
dividual research interests and career goals.

The program design allows students to spe-
cialize in either the direct or the indirect sphere
of nursing. Depth of knowledge in the specialty
area is developed through required course work
and related clinical laboratory experience, selec-
tion of supportive electives, independent study
and the dissertation research.

The program design incorporates four major
components, totalling 60 credits, as detailed be-
low.

Nursing Tlieory 14 credits

This component addresses the theoretical basis
for nursing practice and the analysis and devel-
opment of nursing theory. Included are the
study and development of key concepts in nurs-
ing, the selection and integration of knowledge

from nursing and other disciplines, and the
study of techniques for constructing nursing the-
ory using both inductive and deductive ap-
proaches. A highly individualized clinical labo-
ratory experience provides the opportunity to
pursue theoretical aspects of specialized areas of
nursing selected by the student.

Research and Statistics 16 credits

This component addresses the techniques of
measurement, design, advanced data analysis
and evaluation essential to the conduct of nurs-
ing research. Students apply these techniques in
developing measurement tools and conducting
research projects specific to their own interests.
Opportunity is provided for each student to
work closely with a faculty member engaged in
an ongoing research project.

Elective Courses 18 credits

This component allows each student to pursue
an individualized plan of study supportive to
his/her research interests and career goals. A
portion of the elective courses are chosen from
basic sciences which contribute to the develop-
ment of nursing knowledge through their theo-
retical and methodological approaches.

Dissertation Research 12 credits

Each student must complete an independent
original research project to be communicated in
a written dissertation. The research must ad-
dress questions of significance to the discipline
of nursing.

Summary of Design:

Nursing Theory

(required core courses)

14 credits

Nursing research & statistics

(required core courses)

16 credits

Electives

18 credits

Dissertation Research

12 credits

Total:

60 credits

In addition to the course requirements, each stu-
dent must successfully complete the preliminary,
comprehensive and final oral examinations. The
written preliminary examination, which is taken
upon completion of two semesters of full-time
study (or the equivalent), tests knowledge in the
areas of general nursing theory, analysis and
construction of nursing theory, measurement, re-
search design and statistics. The comprehensive
examination is taken upon completion of all re-
quired nursing courses and a minimum of 42
credit hours of course work. The examination
has written and oral components and is an inte-

grative experience which allows evaluation of
the student's mastery of the chosen area of spe-
cialization and of advanced nursing theory and
research. The final oral examination is an oral
defense of the completed dissertation.

In accord with Graduate School policy the
student must be admitted to candidacy for the
degree of Doctor of Philosophy at least one
year prior to graduation. The student may apply
for admission to candidacy for the doctoral de-
gree following successful completion (with a
grade point average of 3.0 or above) of at least
42 credits of course work, including all required
courses; and successful completion of prelimi-
nary and comprehensive examinations.

Resources

Over 90 community and health care agencies
cooperate with the program in providing sites
for clinical and role practicum experiences and
for the conduct of research. In some instances,
faculty have joint appointments with the School
and the agency

Additional resources are available through the
offerings of other schools of the health profes-
sions. Non-nursing courses also may be taken
on the College Park campus, at the University
of Maryland Baltimore County (UMBC) cam-
pus or through University College.

In addition to the Health Sciences Library, the
students have access to the Enoch Pratt Free
Library of Baltimore, the Library of Congress
in Washington, and the National Library of
Medicine in Bethesda. Maryland. (See General
Information, Instructional Facilities and Re-
sources Section: Instructional Media Center and
the Center for Research and Evaluation.)

Admission

Admission to graduate study at the University
of Maryland is the exclusive responsibility of
the Graduate School and the Dean for Graduate
Studies and Research. Applications to the grad-
uate program in nursing are reviewed by faculty
in the student's area of concentration and by the
School of Nursing Graduate Committee on Ad-
missions, Progression and Graduation. Recom-
mendations for acceptance are then made by the
Committee to the Dean for Graduate Studies
and Research.

Any student who wishes to attend the School
of Nursing must apply for admission, submit
required credentials, and be accepted for matric-
ulation. Consideration is given to academic

work completed in other schools. Personal ref-
erences are required.

After an applicant has been accepted, a fac-
ulty adviser is assigned. The adviser and the
student plan a program of study leading to the
degree. Course credits are officially accepted
for the degree only after the student has matric-
ulated in the School of Nursing.

Senior students in their final semester of
work toward a bachelor's degree may be of-
fered provisional admission to the master's de-
gree program pending the receipt of a supple-
mentary transcript recording the satisfactory
completion of undergraduate course work and
the awarding of the degree. Likewise students
in the final semester of a master's degree pro-
gram may be offered provisional admission to
the doctoral program pending receipt of final
transcripts indicating completion of the degree.
Completed records of all previous work must
be received within three months following the
completion of such study and the awarding of
the degree.

The student must matriculate within 12
months after notification of admission accept-
ance. If the student does not acknowledge the
acceptance, a new application must be submit-
ted for future enrollment.

Admission Requirements

The student's previous academic work, personal
qualifications and professional experience are
evaluated to determine if prerequisites have
been met. Prerequisite courses do not carry
credit toward the graduate degree. For admis-
sion, the applicant must meet the requirements
of both the Graduate School and the nursing
program. The nursing program requirements for
the Master's Degree Program are:

1 . a baccalaureate degree with an upper divi-
sion nursing major from an NLN accred-
ited program equivalent to that offered at
the University of Maryland;

2. satisfactory completion of a course in ele-
mentary statistics;

3. a photocopy of current licensure for the
practice of nursing in one state; (or in a
foreign country);

4. official scores on the Graduate Record Ex-
amination (aptitude portion) and the Miller
Analogies Test (allow 6-§ weeks for receipt
of test scores);

5. undergraduate grade point average (GPA)
of 3.0 on a 4.0 point scale. If GPA is be-
tween 2.75 and 3.0, provisional acceptance

may be considered if the candidate demon-
strates graduate study potential by other
means;

6. evidence of personal and professional qual-
ifications from three professional individ-
uals familiar with applicant's academic
ability, work experience, professional nurs-
ing contributions and potential to achieve
in Graduate School. Suggested sources for
recommendations include nurse educators,
nurse administrators and colleagues from
other disciplines who have worked with the
applicant. Two of the references must be
from nurses;

7. personal interviews are required for Pri-
mary Care Nursing and are encouraged by
all specialty areas;

8. clinical nursing experience is required for
the following areas of concentration: Ad-
ministration, Education or Nursing Health
Policy— one year full time; Community
Health track if area of concentration is
role— one year in a Community Health set-
ting; Maternal-Child Health Track— one
year in a Maternity /Pediatric setting; Psy-
chiatric track— one year in a psychiatric
setting; and Primary Care— two years full
time. (Applicants with somewhat less expe-
rience may be accepted as part-time stu-
dents if full time work experience is being
pursued.);

9. physical assessment skills are required for
Gerontological, Medical Surgical, Trauma-
Critical Care and Primary Care, and highly
recommended for Maternal -Child tracks;

10. a strong background or recent review of
physiology/pathophysiology are highly rec-
ommended for Gerontological, Maternal-
Child. Medical Surgical, Trauma-Critical
Care and Primary Care tracks.

The Nursing Program requirements for the
Doctoral Degree Program are:

1. a master's degree with a major in nursing
from a program accredited by the National
League for Nursing (or the equivalent);

2. at least one graduate-level course in research
and inferential statistics (minimum 3 semes-
ter credits);

3. a cumulative grade point average of 3.0 on
a 4.0 scale for all previous course work (all
baccalaureate, master's and subsequent
course work);

4. satisfactory scores on the Graduate Record
Examination (aptitude portion) and the
Miller Analogies Test;

5. license to practice professional nursing in at
least one state (or in a foreign country);

6. evidence of personal and professional quali-
fications from at least three professionals fa-
miliar with the applicant's ability, work ex-
perience, contributions to nursing and
potential to succeed in the doctoral program;
and

7. a persona] interview.

It is highly recommended that prior to matric-
ulation in the doctoral program the applicant
will have completed graduate-level courses in
organizational theory and analysis of the health
care system and will have completed one re-
search study (master's thesis or other individual
or group research project). Post-baccalaureate
work experience as a Registered Nurse would
enhance progression through the program of
study.

A limited number of students will be admit-
ted to the program each year; therefore, admis-
sion will be highly selective.

A written offer of admission from the Gradu-
ate School will be sent to an applicant who
meets all admission requirements. The offer
will specify the time of entrance which will
normally coincide with the requested starting
time. Upon acceptance by the Graduate School,
the applicant should reconfirm enrollment inten-
tions by writing to the Nursing Program. If the
applicant is unable to enroll at the expected
date, a written request for a postponement of
the admission date is made through the School
of Nursing. The offer of admission lapses after
one year and a new application and fee must be
submitted to be reconsidered for admission.

The current offer of admission from the
Graduate School is used as a permit to register.
Permanent identification as a graduate student
will be issued at the time of first registration.

Admission Procedure

The admission forms should be obtained from
the Office of Graduate Studies and Research,
University of Maryland at Baltimore, 624 W.
Lombard St., Baltimore. MD 21201.

1. An application fee of $20.00 must accom-
pany the application for admission. This fee
is not refundable under any circumstance,
but if the applicant is accepted and enrolls
for courses, it will serve as a matriculation
fee.

2. The following materials should be returned
directly to the Office of Graduate Studies

and Research. University of Maryland at
Baltimore. 624 W. Lombard St.. Baltimore.
MD 21201:

a. two copies of the application for admis-
sion to the Graduate School;

b. application fee;

c. two sets of official transcripts from each
college and university attended. If appli-
cant is a diploma school graduate, tran-
scripts of the diploma course work are
also required;

d. letters of reference from three profession-
als who know the candidate's qualifica-
tions;

e. official record of the results of:

—the Miller Analogies Test (test availa-
ble through testing services of most
colleges and universities);

—the Aptitude Portion of the Graduate
Record Examinations (Applicants
should write to the Graduate Record
Examinations. Educational Testing
Services. Princeton. NJ 08540 for de-
tails);

3. Applications and supporting documents for
the Master's Degree Program must be re-
ceived by July 1 for the fall semester, De-
cember 1 for the winter session and the
spring semester, and May 15 for the sum-
mer session.

4. Applications for admission to the Doctoral
Program are reviewed twice a year. Applica-
tions and supporting documents (including
GRE scores, MAT scores, references and
transcripts) for the doctoral program must be
received by November 1 for the fall review
and by March 1 for the spring review. It is
the doctoral nursing program policy to admit
students only in the fall semester.

Admission Status

Applicants are offered admission status in the
graduate program according to the following
categories:

1. Unconditional Admission: applicant meets
all requirements;

2. Provisional Admission: applicant does not
meet all requirements for unconditional ad-
mission, but in the opinion of the Graduate
School and the Graduate Program Admis-
sions Committee demonstrates potential for
graduate study. To qualify for continued en-
rollment the student admitted provisionally
must achieve a B grade or above in every
course during the first semester of full time

study (the first 12 credits for part-time stu-
dents). Unconditional status will be granted
upon attainment of a B grade or better in
every course in the first semester of full-time
study (minimum of 9 credits) or in the first
12 credits of part-time study;

3. Incomplete Admission: applicant whose in-
formation is incomplete;

4. Non-degree Graduate Status: applicant may
enroll on a "course work only" basis for a
specified period of time if the applicant's re-
cord meets Graduate School standards.

Admission is granted by the Dean for Gradu-
ate Studies and Research and is confirmed by
enrollment in the term for which admission is
approved.

Part-time Study

Students eligible for admission, but who are
able to devote only a portion of their time to
graduate study are subject to the same privi-
leges and matriculation requirements as full-
time students. Part-time students are urged to
assume responsibility for program planning with
an advisor. In the doctoral program, part-time
study is available; however, full-time enrollment
at the University of Maryland is required during
two consecutive semesters.

A graduate student who is in good standing
at another institution may apply to enroll for a
single course or summer session (see Categories
of Admission in the Graduate School Bulletin).

Foreign Students

Students from foreign countries who show evi-
dence of education equivalent to a baccalaureate
degree in nursing are considered for admission
to the Master's Degree Program. Likewise
those with the education equivalent of a Mas-
ter's Degree in Nursing may be eligible for ad-
mission to the Doctoral Degree Program. All
applicants who are not citizens of the United
States are classified as foreign students for ad-
mission purposes (see the Graduate School Bul-
letin for further information).

Record Maintenance and Disposition

All records, including academic records from
other institutions, become the official file and
can neither be returned nor duplicated without
the student's prior consent. Provisions are made
for students to review their records if they de-
sire.

Admission credentials and application data
are retained for one year only. This regulation

pertains to applicants who: did not register for
courses at the period for which they had been
admitted; did not respond to a departmental re-
quest for additional information; did not re-
spond to requests for additional transcripts or
test results; or were disapproved for admission.

Student Advisement

Upon admission to the graduate program each
student is assigned an academic adviser from
the area of concentration. The masters students
are also assigned an advisor in the second track
area. The advisor assignments are subject to
change as additional interests of the student are
determined or upon request of the advisor or
advisee. The advisor is available for academic
counseling and guides the student in a plan of
study, determination of research interests, and
selection of thesis/dissertation chairman or read-
ers for the seminar papers (for master's stu-
dents).

A non-degree student is assigned an advisor
at the time of acceptance. An official record of
courses is kept for all non-degree students. If a
student subsequendy wishes to enter the degree
program, reapplication is necessary. While con-
sideration may be given at a later date to the
application of credits earned toward a degree
program while in this status, there is no assur-
ance that such requests will be granted. If
granted, a maximum of six credits may be
transferred.

Plan of Study

A Plan of Study form for all graduate degree
students (which outlines the student's expected
progression through the degree requirements)
must be filled out by the student and the faculty
adviser. One copy of this Plan of Study must
be filed with the Graduate Office by the begin-
ning of the second semester of study for mas-
ters or third semester of study for doctoral stu-
dents. A second copy of the Plan of Study
remains in the student's Nursing Program file.
Any major alteration of the plan necessitates the
refiling of an amended plan. It is suggested that
students retain a copy of this plan for their own
files.

The entire course of study constitutes a uni-
fied program approved by the student's major
advisor and by the Graduate School. Faculty in
each department provide individualized guid-
ance in the selection of courses based upon
guidelines and policies approved by the Nursing
Program and the Graduate School. Considerable

flexibility is possible within a student's area of
interest and specific career goals.

Statute of Limitations

Starting on the first day of matriculation (or
with the first transfer course) a time limit of a
maximum five years is allowed for the comple-
tion of master's degree requirements. This ap-
plies to part-time and full-time students. For
doctoral students, a student must be admitted to
candidacy for the doctoral degree within five
years after admission to the doctoral program
and at least one academic year before the date
on which the degree is to be conferred. The
student must complete all program requirements
within four years following admission to candi-
dacy.

Registration

Registration is conducted by the Office of Ad-
missions and Registrations, UMAB campus.
The student receives detailed instructions con-
cerning dates and registration procedures. Each
matriculated student in the School of Nursing
must obtain official approval from an advisor
for all courses in which enrollment is sought
outside the School of Nursing. Credit is granted
only if such courses have had prior approval
and are successfully completed. Students must
file a list of these courses with the registrar on
a registration card signed by the advisor. Gradu-
ate students are not permitted to enroll for
courses on a pass/fail basis.

Students admitted to the Graduate School pay
tuition fees whether or not the credit will be

used to satisfy program requirements. Graduate
credit will not be given unless the student has
been admitted to the Graduate School. The ad-
mission of a new student is validated when she/
he registers for and completes at least one
course during the semester for which entrance
was authorized. Every student must register
during the official registration period. Students
failing to register during these periods will be
subject to late registration fees and must have
the consent of their advisor, the course instruc-
tor, the Graduate School, and the registrar.

Late Registration Fee $20.00

Change Fee charged for each

change in program 5.00

Doctoral students must maintain continuous reg-
istration. All students must be registered for at
least one credit in the semester in which they
wish to graduate. Any graduate student making
any demand upon the academic or support serv-
ices of the University, whether taking regular
lecture, seminar or independent study courses,
using University libraries, laboratories, com-
puter facilities, office space, consulting with
faculty advisers or taking comprehensive or fi-
nal oral examinations, must register for the
number of graduate credits which, in the judg-
ment of the faculty and adviser, accurately re-
flect the students involvement in graduate study
and use of University resources. After classes
begin, students who wish to terminate their reg-
istration must follow the withdrawal procedures
and are liable for charges applicable at the time
of withdrawal.

Registration is completed with the payment
of the required fees. Privileges of the University
are available only after registration has been
completed.

Graduate Unit System

In order to accurately reflect the involvement of
graduate students in their programs of study and
research, and the use of University resources in
those programs, the graduate councils use the
graduate unit system in making calculations to
determine full or part-time graduate student stat-
us, in the administration of minimum registra-
tion requirements described below, and in re-
sponding to student requests for certification of
full-time status. The number of graduate units
per semester credit hour is calculated in the fol-
lowing manner:

Courses in the 001-399 series carry 2 units/
credit hour.

Courses in the 400-499 series carry 4 units/

credit hour.
Courses in the 500-599 series carry 5 units/

credit hour.
Courses in the 600-798 and 800-898 series

carry 6 units/credit hour.
Master's thesis research (799) carries 12 units/

credit hour.
Doctoral dissertation research (899) carries 18

units/credit hour.

To be certified a full-time student, a graduate
student must be officially registered for a com-
bination of courses equivalent to 48 units per
semester. A graduate assistant holding a regular
appointment is a full-time student if registered
for 24 units in addition to the service appoint-
ment.

Scholastic Requirements

It is the responsibility of each student to remain
informed of and adhere to all Graduate School,
Nursing Program and University regulations
and requirements. Additional policies and pro-
cedures are found in the UMAB Graduate
School catalogue, the Nursing Program Faculty
Advisor/Student Handbook and in Important
Dates for Advisors and Students, issued each
year by the Graduate School.

The Graduate School requires that all students
achieve a B or 3.0 GPA by the end of the third
semester of study. No grade below a C is ac-
ceptable toward the graduate degree. The Mas-
ter's Degree Nursing Program requires that a
student receive a B or higher in the core and re-
quired nursing courses in her/his area of con-
centration. Any course with a grade below B in
the area of concentration must be repeated.

Since graduate students must maintain an
overall B average, every credit hour of C in
course work must be balanced by a credit hour
of A. A course in which a grade of less than B
is received may be repeated. The grade on the
repeated course whether it is higher or lower
than the original grade replaces the original
grade. Courses in the degree program which are
completed with a D or F must be repeated.
Grades earned for thesis or dissertation research
are not included in the computation of the
GPA.

Grades from courses which are transferred in
for degree credit from other schools and/or pre-
vious study are also not included in the compu-
tation of the GPA.

Transfer Credits

A maximum of six credits of acceptable gradu-
ate level course work may be applied toward
the master's degree as transfer credits from an-
other school or from the course work only stat-
us. In the doctoral program, transfer credits are
individually assessed to determine relevance to
the student's program of study; a variable num-
ber of credits is permissible. Permission must
be given by the major advisor and the Graduate
School before any credits are transferred. In or-
der to be eligible for transfer, the transfer course
must have been taken within the statute of limi-
tations for the degree and may not have been
used to satisfy requirements for any other de-
gree or admission into the graduate program.
Transfer credits are not calculated in the final
grade point average (GPA).

Credit by Examination

A graduate student may receive credit-by-
examination only for a course which she/he is
otherwise eligible to receive graduate degree
credit. In the master's program a maximum of
six (nine in Primary Care) credits is possible
through credit-by -examination. A graduate stu-
dent seeking to utilize this option must obtain
the consent of the adviser and of the instructor
currently responsible for the course. The Gradu-
ate School maintains a list of courses for which
examinations are available or will be prepared.
A fee is paid upon application for the examina-
tion and is not refundable regardless of whether
or not the student completes the examination.
The grade(s) received for course(s) accepted
through credit-by-examination is (are) computed
in the grade point average.

Withdrawal from a Course

A withdrawal is noted on the student's tran-
script by a WD. In cases of excessive absences
from courses an F is given unless the student
officially withdraws from a course. The semes-
ter credits for the F grade are computed in the
grade point average.

Incomplete Course Work

end of the next semester (exceptions include
courses numbered 799 or 899 or special prob-
lems courses requiring two or more semesters
of work before a grade can be determined). If
the course requirements are not completed the I
grade can be changed by the instructor to a
grade appropriate to a computation without the
missing work. A course with an incomplete
grade should not be repeated. Students with
provisional admission or on academic probation
may not register for additional course work un-
til the I grade is removed.

Academic Progress— Unsatisfactory
Achievement

At the end of each semester, the record of
every student is reviewed by the Nursing Pro-
gram's committee on progression. A student's
registration in the graduate program may be dis-
continued at any time if work or progress is
deemed unsatisfactory.

Provisional Admission: Any student admitted
provisionally will be granted unconditional stat-
us when the provision(s) have been satisfied.
The Graduate School will be responsible for no-
tifying the department if a student fails to meet
the provisions of admission. The Graduate
School will dismiss those provisional students
who fail to meet the provisions.

Academic Jeopardy— Unconditional Admission:
Unconditionally admitted full-time students who
have not maintained a B average during the
first semester (9 credits) are to be placed on
probation and will be dismissed if B minimum
grades in every course (9 credits) are not
achieved during the next semester. Uncondition-
ally admitted part-time students who have not
maintained a B average for the first 12 credits
are to be placed on probation and must achieve
B minimum grades in every course during the
next 12 credit hours or they too will be dis-
missed. If the semester's grade point average is
below 2.75 the student will be requested to
withdraw.

Academic Progress at the End of the Third Se-
mester: A cumulative GPA of 3.0 must be at-
tained by all graduate students (M.S. and Ph.D.
students) by the end of the third semester and
thereafter. Failure to achieve and maintain the
3.00 average will result in dismissal from the
program. In addition, a satisfactory level of re-
search performance as determined by the re-
search advisor and Research Committee must

be maintained or a dismissal from the program
could result.

Failure of Comprehensive Examinations in Mas-
ter's Degree Program: A master's student who
fails one or more questions on the comprehen-
sive examination may schedule a retake exami-
nation. If a student should have a second failure
of an examination question(s), additional course
work will be required as recommended by the
student's advisor. Failure on the second retake
will result in dismissal of the student.

Additional Doctoral Program Requirements: A
student will be asked to withdraw from the doc-
toral program upon recommendation of the
Doctoral Program Committee if any of the fol-
lowing events occurs.

a. Failure to maintain a cumulative GPA of 3.0
(as specified above).

b. Failure on preliminary examination at sec-
ond attempt.

c. Failure on comprehensive examination at
second attempt.

d. Failure to be admitted to candidacy within
five years of admission into the program.

e. Failure to complete degree requirements
within four years following admission to
candidacy.

f. Failure to demonstrate a satisfactory level of
research performance as determined by the
Research Advisor and Dissertation Advisory
Committee.

g. Failure to maintain continuous registration.

Withdrawal, Suspension, Dismissal

A "Graduate School Program Withdrawal
Form" must be completed and submitted when
a student officially withdraws from the graduate
program. An application or withdrawal bearing
the proper signatures must be filed in the Office
of the Registrar. If a student leaves the Univer-
sity prior to the conclusion of a semester or ses-
sion, the date used in computing a refund is the
date the application for withdrawal is filed in
the registrar's office. A student who withdraws
during a semester and does not file an applica-
tion for withdrawal with the registrar will re-
ceive marks of failure in all courses and will
forfeit the right to any refund.

by individual departments. In fulfilling this re-
sponsibility the student should seek the advice
of a faculty advisor, department chairperson,
and/or the administrative officers of the School
of Nursing and the staff of the Dean for Gradu-
ate Studies.

Procedures are established to protect the insti-
tution's integrity and the individual student's in-
terests and welfare. The University of Mary-
land, through its various faculties and
appropriate committees, reserves the discretion-
ary right to suspend any student from the Uni-
versity for failure to maintain a satisfactory aca-
demic record, acceptable personal behavior,
accepted standards of practice in a clinical
agency, or satisfactory standard of health.

When the actions of a student are judged by
competent authority using established procedure
to be detrimental to the interests of the univer-
sity community, that person may be required to
withdraw from the University.

Graduation

Requirements for graduation from the master's
degree program include: completion of the
planned program within a five-year period,
achieving a cumulative grade point average of
B or 3.0, and completion of a minimum of one
year of full-time study or its equivalent. Re-
quirements for graduation from the doctoral
program include: completion of the planned
program within a nine-year period (a maximum
of five years between matriculation and admis-
sion to candidacy and a maximum of four years
following admission to candidacy); admission to
candidacy for the doctoral degree; achieving a
cumulative GPA of at least 3.0; successful com-
pletion of preliminary, comprehensive and final
oral examinations, completion of a satisfactory
dissertation, completion of a minimum of two
consecutive semesters of full-time study.

The student must be registered for at least
one credit in the semester in which she/he
wishes to graduate.

Application for the diploma must be filed
with the Office of the Registrar within the first
three weeks of the semester in which the candi-
date expects to obtain a degree except during
the summer session. During the summer ses-
sion, the application must be filed in the Office
of the Registrar during the first week of classes.

If, for any reason, a student does not gradu-
ate at the end of the semester in which he ap-
plies for the diploma, he must reapply for it in
the semester in which he expects to graduate.

Fees and Expenses

Matriculation (new student) $ 20.00

Tuition — per credit (in-state) 67.00

Tuition — per credit (out-of-state) 122.00

Supporting Facilities Fee (full-time) per semester 36.00

Supporting Facilities Fee (part-time)per semester 6.00

Student Health Fee (full-time) per semester 9.00

Health Insurance (Blue Cross)

One Person 106.68

Two Persons 205.44

Instructional Resources Fee (full-time) per semester 18.00

Instructional Resources Fee (part-time) per semester 9.00

Student Activity Fee (both full and part-time $7.50 per semester) 7.50

Graduation Fee 15.00

Continuous Registration Fee (Doctoral Candidates) 22.00

Late Registration Fee 20.00

Change Fee 5.00

Student Health and Health Insurance

Health insurance is required of all full-time pro-
fessional school students (nine or more semester
hours) in addition to the Student Health Fee.
The insurance coverage at the University of
Maryland at Baltimore is Blue Cross-Blue
Shield Diagnostic and Major Medical. Addi-
tional information concerning this program may
be obtained from the Student Health Office.

Students with equivalent insurance coverage
must provide proof of such membership at the
time of registration and obtain a hospital insur-
ance waiver. Health Services are provided for
School of Nursing students through the Student
Health Office in Howard Hall.

Malpractice Insurance

All graduate nursing students are required to
carry professional malpractice insurance
throughout their academic program. Documen-
tation of coverage is required at the time of
every registration and must meet the amount set
by the School of Nursing and clinical agencies.

Financial Aid Overview

Financial aid in the form of scholarships,
grants, loans, and work-programs is awarded to
women and men students and is based upon ap-
parent academic ability, nearness to program
completion and financial need. Applicants must
complete a traineeship application at admission
or preregistration preceding the semester for
which aid is sought. Separate applications must

be completed in the financial aid office to be
considered for funding from sources outside the
school. Because of limitations in available
funds, preference is given to full-time students.

Recipients of financial aid are expected to
make satisfactory progress toward attainment of
a degree and to abide by all academic and non-
academic regulations of the University. Gradu-
ate students must maintain a 3.0 GPA to be eli-
gible for financial aid. In the case of new
students, applicants must have been accepted
for admission to the University before the finan-
cial application will be reviewed.

Students should make early contact with the
financial aid office to insure compliance with
filing dates for completed aid applications. Re-
quests for information about, and applications
for, financial aid should be addressed to the fol-
lowing:

Student Aid Officer

University of Maryland at Baltimore

624 W. Lombard Street

Baltimore, Maryland 21201

Sources of Aid

University Sources

Graduate Assistantships: The School of Nursing
provides a limited number of graduate research
and teaching assistantships to doctoral students
on a competitive basis. These assistantships
provide remission of tuition (10 credits per se-
mester) and fees in addition to a modest salary.
The graduate assistant is generally expected
to make a work commitment of approximately

20 hours per week. Assigned duties are consist-
ent with the aims and objectives of the teaching
and research missions of the University. In addi-
tion to the above, some research assistantships
are made available through grant or contract
funds. Depending on the qualifications required
for a particular position, masters and doctoral
students may be eligible to apply.

Prospective students interested in being con-
sidered for graduate assistantships should make
application to the School of Nursing. No action
is taken by faculty until eligibility for admission
has been established.

State Scholarships for Graduate Nursing Pro-
gram Study: Scholarships are available for
Maryland residents enrolled in a graduate nurs-
ing program preparing graduates for employ-
ment in a "nursing shortage area." Scholar-
ships are available to full and part-time students
for a maximum of $2,000 per year (full-time or
part-time equivalent) for one or two years.

Traineeships: Students who meet admission re-
quirements and are U.S. citizens are eligible to
apply to the School of Nursing for federal funds
for full-time study. Professional nurse trainee-
ships available from the Division of Nursing,
Health and Human Services provide tuition,
fees, and a monthly stipend. Students in se-
lected specialty areas may also be eligible for
support under specialized grants obtained by the
School of Nursing or available through applica-
tion to a specific foundation or funding source.
Since there are limitations on the number of
traineeships available, applicants are ranked ac-
cording to total professional background. In the
case of all traineeships, prospective students
make application to the School of Nursing. No
action is taken by faculty until eligibility for ad-
mission has been established. Graduate students
also are referred to the Federal Nursing Loan
and Scholarship Program available through the
financial aid office.

Nurse Training Act Scholarships and Loans:
Scholarships to a maximum of $2,000 annually
and loans to a maximum of $2,500 annually
are available. Loans are at three per cent annual
interest with principal and interest payments be-
ginning nine months after graduation; deferment
and cancellation provisions are available.

College Wbrk-Study: Support for students in ca-
reer related employment both on and off cam-
pus during the academic year as well as the
summer months may be available.

Non-University Sources

Bank Loans: Students may obtain educational
loans through private lending institutions such
as banks or credit unions. In many cases, fed-
eral assistance in the payment of the seven per
cent interest can be obtained. As lenders have
limited funds for this program, students are en-
couraged to contact their lending institutions at
the earliest possible date.

The Maryland Higher Education Loan Cor-
poration (MHELC) Program permits graduate
students to borrow up to $2,000 annually.
MHELC applications are available in the Stu-
dent Aid Office.

Employment Opportunities

Graduates of the master's degree program of
the University of Maryland have a variety of
employment opportunities. Surveys of recent
graduates indicate 100% employment. Approxi-
mately 60% of these graduates are employed in
hospitals, 30% as faculty in schools of nursing
and 10% in other areas including nursing
homes, community mental health and public
health clinics. Salaries vary with the type of po-
sition, the setting, the geographical areas, and
the individual graduate's professional experi-
ence. Beginning salaries in the Baltimore-
Washington, D.C. area for new master's gradu-
ates range from $22,000-26,000 per year.
Doctorally prepared nurses are in great demand
throughout the nation as administrators, faculty
and researchers. Salaries vary with the particular
position, the geographical area and the individ-
ual background of the candidate ranging from
$25,000-$45,000 per year.

Graduate Student Organizations

Graduates in Nursing (GIN) is an organization
of all the students in the graduate program in
the School of Nursing. The purpose of the or-
ganization is to foster unity among graduate stu-
dents to aid in the pursuit of individual, institu-
tional and professional goals, and to enhance
communication among students, faculty and the
community. Student representatives function in a
liaison capacity by serving on various School
and University committees. GIN serves the
graduate student body through orientation pro-
grams, a monthly newsletter, education and so-
cial functions, and the establishment of ad hoc
committees when student, faculty and commu-
nity needs arise.

As a focal point for graduate student aware-
ness, the UMAB Graduate Student Association
(GSA) is comprised of one representative from
each department on campus that offers a gradu-
ate degree. Its main purpose is to promote a
better graduate student life by providing effi-
cient orientation of new students, communicat-
ing research interests across departmental lines,
and providing a channel for the communication
of graduate student concerns to the Dean for
Graduate Studies and Research and to the Grad-
uate Council. The Graduate Student Association
chooses one of its own members each year to
serve as a voting member of the Graduate
Council and also elects representatives to the
UMAB Senate.

COURSE DESCRIPTIONS

NURS 602 Conceptual Framework lor
Nursing Practice (5) This course provides an
introduction to the articulation of a philosophy
of nursing to a conceptual frame work for nurs-
ing practice. Our philosophy states that the per-
sonal, cognitive, and physical expressions of
health interact throughout life and unfold in dy-
namic interplay with the environment. The two
credit theory session each week is a coordinated
approach by representative departmental faculty
in which the study of scientific concepts which
influence man's expressions of health is empha-
sized. The other three credits provide a depart-
mentally supervised clinical practicum with em-
phasis on assessment and on evaluation of
nursing interventions or regulatory processes.
(Kreider and Faculty)

NURS 603 Evaluation of Patient Care: A
Clinical Perspective (3) This course provides
an opportunity for students to synthesize a
framework for evaluating health and nursing
care. Emphasis is on the analysis of structure,
process and outcomes of nursing care in terms
of the personal, physical and cognitive expres-
sions of health. It is designed to supplement the
core courses as well as other clinical courses by
presenting quality assurance methods, criteria
and standards. Prerequisites are the completion
of NURS 602 & 701 or permission of instruc-
tor. (Walker)

NURS 604 Organizational Behavior and
Role Fulfillment (3) An exploration and anal-
ysis of commonalities inherent in nursing prac-
tice in various roles. Content from systems,
role, organizational behavior, consultation,

learning and change theories provides the basis
for synthesis into a conceptual framework of
practice in teaching, clinical practice and ad-
ministration. (Faculty)

NURS 606 Influential Forces, Health Care
and Health Care Systems (2) The identifica-
tion and analysis of the economic, social, politi-
cal and educational forces which influence the
health of man, affect the health care delivery
system and produce changes in nursing. (Fac-
ulty)

NURS 607 Alcoholism and Family Sys-
tems (3) The theory content and clinical prac-
ticum of this course is designed for the study of
alcoholism and the concomitant family patterns
of organization. The course emphasizes the use
of regulatory processes for the restoration of op-
timal balance within the family and between the
family and its environment, the recruitment of
family member/s into treatment, and the pre-
vention of illness among vulnerable family
members. (Eells)

NURS 608 Special Problems in Nursing
(1-3) Provides for alternative learning experi-
ences: independent study; development of spe-
cific clinical competencies; classes focusing on
a variety of special interest topics or topics of
an interdepartmental nature. Registration upon
consent of advisor. Students may register for
one-three credits per semester with a maximum
of six credits per degree. (Faculty)

NURS 611 Introduction to Concepts and
Techniques of Primary Care Nursing (2)

This course emphasizes the development of the
student's concepts of the expanded nursing role.
It builds on assessment skills and knowledge
pertaining to the conceptual framework acquired
in NURS 602. It provides opportunity to collect
and analyze data with a variety of skills and
techniques that expand the nursing process for
the health of adults. Concurrent: NURS 602,
NPHY 480. (Faculty)

NURS 613 Clinical Diagnosis and Man-
agement I (4) This course prepares the stu-
dent to function at a beginning level as a nurse
practitioner in an ambulatory setting. This is the
first of two sequential courses which focuses on
a different set of health problems for study. The
student applies the nursing process by perform-
ing diagnostic methods, developing plans of
care, and implementing nursing strategies to
promote personal, cognitive and physical health

of clients with common health problems. Pre-
requisite: NURS 611, NPHY 480. Open to ma-
jors only. (Faculty)

NURS 614 Clinical Diagnosis and Man-
agement II (4) This course prepares the stu-
dent to function as a nurse practitioner in an
ambulatory setting with clients who have com-
plex health problems. This is the second of two
sequential courses which apply the nursing
process by performing communication and as-
sessment skills, interpreting findings, applying
laboratory diagnostic methods, developing plans
of care, and implementing nursing strategies to
promote personal, cognitive and physical health
of clients. Prerequisite: NURS 613. Open to
majors only. (Faculty)

NURS 615 Advanced Primary Health Care

(5) This course consists of intensive applied
clinical experience and seminar sessions. It is
designed to assist the student in analyzing mul-
tiple variables in health and disease, and
through a problem solving approach, determine
an optimal plan in relation to both short and
long-term goals. The emphasis is on increased
independence and decisionmaking in an in-
terprofessional environment. Prerequisite:
NURS 614. Open to majors only. (Faculty)

NURS 618 Special Problems in Primary
Care (1-6) An independent study experience
which allows students in the primary care de-
partment to develop special competencies or ob-
tain in-depth clinical experience. Students out-
side the Department of Primary Care Nursing
may elect this experience to study selected con-
cepts relating to primary care nursing. Registra-
tion upon consent of advisor. Students may reg-
ister for varying units of credit ranging from
one-three credits per semester with a maximum
of six credits per degree. (Faculty)

NURS 621 Medical-Surgical Nursing I (2)

The first level Medical-Surgical Nursing course
focuses on systematic exploration of concepts
that are particularly pertinent to adult clients
with physical alterations. The concepts are de-
veloped within the graduate program frame-
work, interrelationships among concepts are de-
termined and clinical implications are
considered, \alues, beliefs, and attitudes about
nursing, health, and illness are explored. Pre-
requisite or concurrent: NURS 602 and NPHY
480. (Shubkagel and Faculty)

NURS 622 Medical-Surgical Nursing II (4)

Building on Nursing 602 and 62 1 this course
focuses on the articulation of selected concepts
with the development, imple mentation, and
evaluation of regulatory processes from the per-
spective of the graduate program framework.
The practicum gives the students an opportunity
to test the presented theory within a clinical per-
spective, to strengthen and extend previously
acquired knowledge and skill, and to progress
toward attainment of individual clinical goals.
Prerequisite: NURS 621. (Shubkagel and Fac-
ulty)

NURS 623 Trauma/Critical Care Nursing I

(2) This first level Trauma/Critical Care Nurs-
ing course focuses on systematic exploration of
concepts particularly relevant to trauma patients
and their families. The concepts are developed
within the graduate program framework, interre-
lationships among concepts are determined and
clinical implications are considered; examples
of concepts to be examined would include body
image, sensation, mobility, motility, perception
and stress. Each student explores one concept
in depth with development/critique of an assess-
ment tool which is relevant to the clinical area.
Consideration is given to assessment data ob-
tained through technologies available in the
Trauma/ Critical Care environment. Prerequi-

sites or concurrent: NURS 602 and NPHY
480. (Gordon and Faculty)

NURS 624 Trauma/Critical Care Nursing II

(4) This second level course focuses on regula-
tory processes useful in the trauma/critical care
process. Surveillance, ministration, confronta-
tion, and affirmation are examples of regulatory
processes which will be examined in theory and
as nursing strategies in the clinical setting. Rele-
vant technologies will be considered (respira-
tors, airways, invasive catheters, hyperalimenta-
tion and immobilization devices) as tools in
surveillance and ministration. Evaluation of the
effect of these strategies in the rapidly changing
patient situation exemplified by critical care/
trauma will be considered. Prerequisite: NURS
623. (Gordon and Faculty)

./ NURS 625 Introduction to Gerontological
Nursing (2) This introductory course traces,
via an historical perspective, the beginnings of
the science of gerontology and gerontological
nursing. The focus is on implications for nurs-
ing in regard to the myths and misconceptions,
current health care problems and the influence
societal thinking has had on attitudes and inter-
ests regarding the elderiy. (Stilwell and Faculty)

NURS 626 Processes of Aging: Implica-
tions for Nursing Care (4) This course pro-
vides an indepth analysis of specific concepts
related to the cognitive, physical and psychoso-
cial health care problems of the aged. The em-
phasis in exploring these concepts is on assess-
ment methodologies and nursing care strategies
which are designed to assist the aged person to
cope with alterations in the expressions of
health related to the aging process and, where
possible, prevent the occurrence of alterations in
health. (Stilwell and Faculty)

NURS 628 Special Problems in Medical-
Surgical Nursing (1-3) Provides alternative
learning experiences: independent study; devel-
opment of specific clinical competencies;
classes focusing on a variety of special topics or
topics of an inter departmental nature within the
broad category of medical-surgical nursing.
Registration upon consent of adviser. Student
may register for varying amounts of credits
ranging from one-three credits per semester
with a maximum of six credits per degree.
(Shubkagel and Faculty)

NURS 631 Maternal and Infant Nursing I

(2) First of a two-semester sequence. A con-

ceptual approach which focuses on extensive
understanding of nursing in society's total pro-
gram of maternal health services with emphasis
on increased practitioner skills for independent
and collaborative components of professional
nursing of mothers and infants. Prerequisite:
NURS 602. (Neal and Faculty)

NURS 632 Maternal and Infant Nursing II

(4) Focuses on extensive knowledge and under-
standing of maternal care and on gaining in-
creased collaborative and practitioner skills in
professional nursing within interdisciplinary
health agencies and institutions. Second Semes-
ter of a two-semester sequence. Prerequisites:
NURS 602 and NURS 631. (Neal and Faculty)

NURS 638 Special Problems in Maternity
Nursing (1-3) Provides for alternative learning
experiences: independent study; development of
specific clinical competencies; classes focusing
on a variety of special interest topics or topics
of an interdepartmental nature within the broad
category of maternity nursing. Registration upon
consent of advisor. Student may register for
varying amounts of credit ranging from one-
three credits per semester with a maximum of
six credits per degree. (Neal and Faculty)

NURS 641 Nursing of Children I (2) First
semester of a two-semester sequence. Focuses
on extensive knowledge and understanding of
nursing in society's total program of child
health services and on gaining increased practi-
tioner skills in professional nursing of children.
Prerequisite: NURS 602. (Neal and Faculty)

NURS 642 Nursing of Children II (4) Fo-
cuses on extensive knowledge and understand-
ing in society's total program of child health
services and in gaining increased collaborative
and practitioner skills in professional nursing of
children. Second semester of a two-semester se-
quence. Prerequisites: NURS 602 and NURS
641. (Neal and Faculty)

NURS 648 Special Problems in Nursing
of Children (1-3) Provides alternative learning
experiences: independent study; development of
specific clinical competencies; classes focusing
on a variety of special interest topics or topics
of an interdepartmental nature within the broad
category of nursing of children. Registration
upon consent of advisor. Student may register
for varying amounts of credit ranging from one-
three credits per semester with a maximum of
six credits per degree. (Neal and Faculty)

NURS 650 Foundations for Psychiatric
Nursing I (2) This is the first half of a two se-
mester course which will provide graduate stu-
dents in psychiatric nursing with a theoretical
basis for clinical practice, an overview of multi-
ple schools of psychotherapy, and a matrix
within which to integrate concepts for Core I
(N 602) which are particularly relevant to psy-
chiatric nursing. The course content encourages
the student to view the client developmentally
in order to assess his/her or the family's prob-
lem(s) and to choose therapeutic interventions
that are grounded either in theory or in knowl-
edge generated from empirically tested data. Ei-
ther NURS 650 or NURS 750 must be taken
concurrently with NURS 602. Offered Fall se-
mester. (Aguilera and Faculty)

NURS 651 Individual Therapy (3) Individ-
ual therapy builds upon the interpersonal and
analytic skill developed in the clinical portion of
NURS 602. This course examines specific
types of ineffective social behaviors as well as
personality disturbances and their treatment
within the contexts of psychiatric and nursing
literature. (Robinson)

NURS 652 Group Theory and Practice I

(3) This course is designed to provide the basis
for a conceptual framework in group psycho-
therapy. Emphasis is placed on the application
of theory to group practice. Included is the
study of the therapist's role in the development
of technical and communication skills in group
work. Each student is required to co-lead a
group approved by the faculty. (Aguilera and
Faculty)

NURS 653 Group Theory and Practice II

(3) This course is designed to further develop
the student's theoretical and clinical expertise in
group work and group psychotherapy. Emphasis
is placed on the role of the therapist in the inte-
gration and utilization of theoretical concepts to
clinical group practice and in developing skills
in supervision. Specialized group therapy tech-
niques and research as related to group practice
are reviewed. Each student is required to co-
lead a group approved by the faculty. Prerequi-
site: NURS 652. (Aguilera and Faculty)

NURS 654 Liaison Nursing I (3) The stu-
dents gain skills in therapeutic interaction with
hospitalized, physically ill patients based upon
their assessment of the patient's psychological
needs and an evaluation of appropriate vehicles
for their gratification. Goals are established

which take into consideration physiological ver-
sus psychological priorities, assigning weights
in terms of immediacy of need. The hospital is
viewed as a social system, and means of inter-
acting effectively in it are explored. Offered
Fall Semester. (Robinson)

NURS 655 Orientation to Critical Con-
cepts in Family (3) Orientation to the theories
and techniques of family therapy. Emphasis on
family systems theory (the Bowen Theory). De-
velopment of observational skills and interview
experience with selected families. (Cain and
Faculty)

NURS 656 Introduction to Clinical Prac-
tice With Families (3) Orientation to the role
of the clinician in family therapy. Emphasis is
on the identification of existing family behavior
patterns. Clinical practice with at least one fam-
ily. Prerequisite: NURS 655. (Cain and Faculty)

NURS 657 Advanced Clinical Practice
With Families (3) Advanced clinical practice
and refinement of clinical skills. Prerequisite:
NURS 656. (Cain)

NURS 658 Special Problems in Adult
Psychiatric Nursing (1-3) Provides alterna-
tive learning experiences: independent study;
development of specific clinical competencies;
classes focusing on a variety of special interest
topics or topics of an interdepartmental nature
within the area of adult psychiatric nursing.
Registration upon consent of advisor. Student
may register for varying amounts of credit rang-
ing from one-three credits per semester with a
maximum of six credits per degree. (Aguilera
and Faculty)

NURS 659 Mental Health Consultation (3)

This course is designed to introduce the student
to the principles and practice of mental health
consultation and basic Community Mental
Health Theory. Caplan's Model of mental
health consultation will be stressed as well as
development and management of consultation
programs. Students will provide weekly consul-
tation to a community health care setting or so-
cial agency approved by the faculty. Prerequi-
site: Clinical and/or academic courses in
psychiatric/community health nursing. (Aguilera
and Faculty)

NURS 660 Introduction to Selected As-
pects of Child Development I (2) This
course explores selective theoretical concepts of

child development during the first six years of
life. Emphasis is placed on integrating personal-
ity development and intellectual development.
Assessment tools which reflect the theories pre-
sented will be discussed. (McElroy)

NURS 661 Orientation to Critical Prob-
lems in Family-Child Relations (3) First of
two semester sequence. This course provides a
broad view of child psychopathology with em-
phasis on intrapsychic, interpersonal and socio-
cultural dynamics. The integration of concepts
in nursing practice, particularly the development
of assessment and interviewing skills, is
stressed. (Faculty)

NURS 664 Introduction to Selected As-
pects of Child Development II (2) This
course explores selective theoretical concepts of
child development during the years from seven
through adolescence. Emphasis is placed on ex-
amining the following theorists: Erikson, Winn-
cott, Lidz and Piaget. Prerequisite: NURS 660.
(McElroy)

NURS 665 Comprehensive Care of Chil-
dren With Psychiatric Disorders (3) Sec-
ond of a two-semester sequence. This course
provides theoretical concepts underlying the
treatment of children with psychiatric disorders.
The clinical component provides opportunity to
implement treatment modalities in a variety of
settings. Prerequisite: NURS 66 1. (Faculty)

NURS 668 Special Problems in Child
Psychiatric Nursing (1-3) Provides for alter-
native learning experiences: independent study;
development of specific clinical competencies;
classes focusing on a variety of special interest
topics or topics of an interdepartmental nature
within the broad category of child psychiatric
nursing. Registration upon consent of advisor.
Student may register for varying amounts of
credit ranging from one-three credits per semes-
ter with a maximum of six credits per degree.
(Aguilera and Faculty)

NURS 670 School Health (2) This course is
designed to examine factors and programs that
contribute to the promotion and maintenance of
health in the school population. The develop-
ment of school health programs and services are
discussed. Issues, legislation and organizations
involved in school health are explored. This
course includes a variety of learning experiences
such as field trips where students have the op-
portunity to develop an interdisciplinary ap-

proach to the population. AHEC experience is
available. Prerequisite: NURS 602 or permis-
sion of instructor. Open to non-nursing majors.
Offered Winter Session. (Northrop and Strasser)

NURS 671 Epidemiology (2) A contempo-
rary approach to epidemiological concepts and
methods. General considerations and laboratory
application to data in specific situations. Open
to non-nursing majors with permission of in-
structor. Prerequisite: Statistics. Offered Spring
Semester. (Kohler)

NURS 672 Community Health Nursing I

(1) This first level departmental course is de-
signed to explore the relevancy of the school's
conceptual framework for community health
practice. Students also discuss the nature and
scope of community health nursing and its rela-
tionship to the public health sciences and to
nursing. Family and community are identified
as the basic units of study and primary preven-
tion as a major responsibility. Prerequisite or
concurrent: NURS 602. Offered Fall Semester.
(Eells)

NURS 673 Community Health Nursing II

(3) This is a required second level departmental
course. Although students continue with their
community assessment and one well family se-
lected during NURS 602, analytical focus is ex-
tended to include the use of regulatory proc-
esses with families who have multiple
problems. Additional conceptual frameworks
commonly employed in family and community
study are examined. Program planning, imple-
mentation, and evaluation are discussed in rela-
tion to the student's assessment of a commu-
nity's health problems. Prerequisites or
Concurrent: NURS 606 and NURS 672. Of-
fered Spring Semester. (Ruth)

NURS 674 Community Health Nursing
Within the Health Care System (2) This
course focuses upon the relationship between
the health level of the community and the or-
ganization of the health care system. Social and
political forces and major public policies that
are shaping the organization and delivery of
community health nursing services will be ana-
lyzed. An examination of theory, research, gov-
ernmental and other professional documents will
provide the basis for discussion as to how ef-
fective and efficient services can be achieved.
\arious systems of health care organization will
be compared in terms of health level, structure,
and reimbursement mechanisms. Open to non-

nursing majors with permission of instructor.
Offered Spring Semester. (Ruth)

NURS 675 Community Health Nursing III

(2) This is a required third level departmental
course for students whose area of concentration
is community health nursing. It is given concur-
rendy with the practicum in role preparation.
While the emphasis is upon intervention strate-
gies and regulatory processes in community
health nursing, content related to public health
administration is discussed and includes areas
such as reimbursement mechanisms, legislation
and regulation, and standards of practice. Stu-
dents will plan, implement, and evaluate a
health program of primary prevention in their
selected communities. Prerequisites or Concur-
rent: NURS 604 and NURS 673. Offered Fall
Semester. (Northrop and Strasser)

NURS 676 Community Health Groups:
Leadership Strategies (2) The theory con-
tent and practicum of this course offer learning
experiences particularly pertinent and applicable
to working with well families and health-
oriented community groups. The course is de-
signed to provide graduate students in commu-
nity health nursing and other specialty areas an
opportunity to gain additional skills in the use
of group leadership strategies to bring about
change toward defined goals and objectives.
Prerequisite: Basic course in group dynamics;
permission of instructor. Open to non-nursing
majors. Offered Spring Semester. (Strasser)

NURS 678 Special Problems in Commu-
nity Health Nursing (1-3) Provides alternative
learning experiences: independent study; devel-
opment of specific clinical competencies;
classes focusing on a variety of special interest
topics or topics of an interdepartmental nature
within the broad category of community health
nursing. Registration by consent of adviser. Stu-
dents may register for varying amounts of credit
ranging from one-three credits per semester
with a maximum of six credits per degree.
(Faculty)

NURS 680 Curriculum and Instruction in
Nursing Education (3) This course combines
the elements of the curriculum process with in-
structional principles and methodologies through
both faculty and student conducted seminars. It
is designed to assist the student in the under-
standing and application of the foundations and
methods of curriculum development. Prerequi-
site or concurrent: NURS 604. (Faculty)

NURS 682 Practicum in Teaching in
Nursing (3) Experience in clinical and class-
room settings promotes the opportunity for de-
velopment and increased skill in the total teach-
ing learning process. An analytical approach to
teaching effectiveness is emphasized. Placement
in junior colleges, baccalaureate programs or in-
service settings is arranged according to track
selected. Prerequisite: NURS 604 and two se-
mesters of clinical course work. (Heller and
Faculty) Prerequisite or concurrent: NURS 680.

NURS 683 Practicum for Clinical Special-
ist in Nursing (4) Supervised experience is
provided by each clinical department which will
prepare the graduate student to function in the
role of clinical specialist. Placement may be in
community or home settings, chronic and long-
term care facilities as well as intensive care
units. Concurrent: NURS 684. (Jarrett and Fac-
ulty)

NURS 684 Seminar in Nursing— Clinical
Specialization (2) This seminar focuses on
increasing organizational behaviors to function
effectively as clinical nurse specialists. Particu-
lar attention is given to improving the delivery
of health care to consumers through consulta-
tion, teaching, research, and clinical practice in
medical-surgical, maternal and child health,
psychiatric (adult and child), geronto logical
and community health nursing. Concurrent:
NURS 683. (Jarrett)

NURS 685 Instructional Skills (3) This
course, conducted by means of microteaching
lab, fosters the development and analysis of se-
lected teaching skills directed at predetermined
levels of functioning in the cognitive, affective
and psychomotor domains. Prerequisite: NURS
604 and two semesters of clinical course work.
Prerequisite or concurrent: NURS 680. (Heller
and Faculty)

NURS 688 Special Problems in Nursing
Education (1-3) The major objectives of this
independent study experience are to develop
further competencies in the area of teaching.
Registration upon consent of adviser. Student
may register for one-three credits per semester
with a maximum of six credits per degree.
(Faculty)

NURS 689 Special Problems in Clinical
Specialization (1-3) The major objectives of
this independent study experience are to de-
velop further competencies in the areas of clini-
cal specialization. Registration upon consent of
advisor. Students may register for one-three
credits per semester with a maximum of six
credits per degree. (Faculty)

NURS 690 Managerial Health Finance (3)

This course focuses on the role and responsibil-
ity of the administrator in fiscal management of
health-care institutions in both the public and
private sectors. Training is provided in resource
management and accountability. Conceptual and
practical issues related to health care eco-

nomics, financial management, and budget
preparation will be stressed. Prerequisite:
NURS 604. (Proulx and Faculty)

NURS 691 Administration of Nursing Ed-
ucation (2) Application of administrative proc-
esses as employed in nursing education settings.
Comparison and contrasts of administrative skill
requirements among types of educational pro-
grams will be addressed where appropriate. Pre-
requisite: NURS 604. (Heller)

NURS 692 Administration of Nursing
Service (2) Examination and application of ad-
ministrative processes employed in nursing serv-
ice settings. The independent and interdepen-
dent functions of nurse administrators in an
organization, at various levels of decision mak-
ing, are identified and analyzed. Prerequisite:
NURS 604. (Proulx and Faculty)

NURS 693 Practicum in Nursing Service
Administration (4) Field placements provide
for synthesis of learning through observation of
and participation in administrative activities.
Placements are arranged to support skill devel-
opment in keeping with the student's career
goals. Regular conferences with university in-
structors and field preceptor enrich the student's
learning opportunity. Prerequisite: NURS 692.
(Proulx and Faculty)

NURS 694 Practicum in Nursing Educa-
tion Administration (4) Field placement pro-
vides for synthesis of learning through observa-
tion of and participation in administrative
activities. Students may elect placement in bac-
calaureate or associate degree basic education
programs or in staff development settings. Reg-
ular conferences with university instructors and
the field preceptor enrich the student's learning
opportunity. Prerequisite: NURS 69 1. (Heller
and Faculty)

NURS 696 Cases and Concepts in Nurs-
ing Administration (2) Second level course
in Nursing Administration. It is a required
course for students whose major area of con-
centration is Administration of Nursing Service/
Education and is an elective course open to all
other students. The course focuses on adminis-
trative cases and is designed to assist the stu-
dent in exploring administrative concepts and
analyzing administrative situations. Prerequisite:
NURS 604. (Faculty)

NURS 697 Seminar in Nursing— Health
Policy (2) This course focuses on formulation

and implementation of health policy viewed
from a historical perspective and an examina-
tion of selected current issues. Attention will be
given to the role of nurses in influencing policy
decisions. Prerequisite POSI-601. Open to ma-
jors only. (Scott)

NURS 698 Special Problems in Nursing
Administration (1-3) The major objective of
this independent study experience is to develop
further competencies in the area of administra-
tion. Registration by consent of advisor. Student
may register for one-three credits per semester
with a maximum of six credits per degree.
(Faculty)

NURS 699 Practicum in Nursing-Health
Policy (4) This course is the last in nursing
health policy major. Practical experience in se-
lected agencies will reinforce and enhance ana-
lytic skills needed in policy formulation and im-
plementation. Placement will be in accord with
students' special interests in the nursing health
field. Prerequisite: NURS 697: Seminar in
Nursing and Health Policy. (Scott)

NURS 701 Research Methods and Mate-
rials in Nursing (3) One four-hour lecture/
lab a week. Includes basic understandings of
the philosophy of research, the nature of scien-
tific thinking, and methods of research study.
Prerequisite: Basic statistics. (Faculty)

NURS 702 Application of Inferential Sta-
tistics to Nursing Research Designs (2)

This course emphasizes the requirements and
interpretation of inferential procedures widely
used in nursing research designs. Statistical
computer programs are utilized with actual
nursing data. Selection of the most appropriate
procedure is stressed. Data snooping and alter-
native analyses are studied including bivariate
correlation, partial correlation, one-way
ANOVA, ANCOVA, multiple regression and
various nonparametric analyses. Instrument reli-
ability is computed and an overview of other
procedures is presented. A pragmatic rather
than mathematical approach is used. A three-
hour session each week combines lecture and
lab. Prerequisite: NURS 701. (Faculty)

NURS 704 Program Evaluation In Nurs-
ing (3) This elective course introduces students
to various models and approaches available for
the evaluation of nursing programs in both edu-
cational and service settings. Class discussions
focus on the components of various models.

their relative strengths and weaknesses, and
their utility for the evaluation of nursing pro-
grams. Opportunities to evaluate program evalu-
ation efforts in nursing are also provided. Pre-
requisite: Permission of Instructor. (Waltz)

NURS 708 Special Problems in Nursing
Research (1-3) The major objective of this in-
dependent study experience is to develop further
research competencies. Registration upon con-
sent of instructor. \ariable amounts of credit
ranging from one-three per semester may be
taken with a maximum of six credits per de-
gree. (Faculty)

NURS 710 Health Supervision of the Well
Child I (3) This is the first of two sequential
courses which focus on health promotion and
health maintenance for children. This course
deals primarily with the health needs of children
during the first five years of life. The student
will function at a beginning level as a Nurse
Practitioner in an ambulatory setting. Emphasis
is placed on application of the nursing process:
assessing the physical, personal and cognitive
expressions of health of well children during the
first five years of life within the context of their
family environments; developing plans of care
based on knowledge of the cultural patterns of
the family and of the predominant pattern of or-
ganization of the child's expressions of health,
implementing and evaluating nursing strategies
to promote health and normal growth and de-
velopment. Prerequisite: NURS 602, NURS
61 1 or permission of the instructor. (Faculty)

NURS 711 Health Supervision of the Well
Child II (3) This is the second of two sequen-
tial courses which apply the conceptual frame-
work of the graduate program and the nursing
process through communication and assessment
skills, developing plans of care, implementing
and evaluating the use of selected regulatory
processes to promote the personal, cognitive
and physical health of children. The course fo-
cuses on the health needs of school age children
and adolescents. Normal growth and develop-
ment are emphasized. Prerequisite: NURS 710
or permission of instructor. (Faculty)

NURS 713 Common Health Problems of
Children I (4) This is the first of two sequen-
tial courses which focus on selected health
problems of children frequently encountered in
ambulatory settings and the underlying altera-
tions in health equilibrium. Emphasis is placed
on problem identification, application of appro-
priate regulatory processes and evaluation of the
effectiveness of intervention. Prerequisite:
NURS 602, NURS 61 1 or permission of in-
structor. (Faculty)

NURS 714 Common Health Problems of
Children II (4) The focus of this second of
two sequential courses is selected health care
problems of children and the underlying altera-
tions in health equilibrium. The problems con-
sidered will be of a more complex nature.
Problem identification, application of appropri-
ate regulatory processes and evaluation of the
effectiveness of intervention are emphasized.
Prerequisite: NURS 713 or permission of in-
structor. (Faculty)

NURS 715 Advanced Primary Care of
Children (5) This course is designed to assist
the student to integrate and synthesize the mate-
rial from all course work, material previously
learned and some new concepts in Primary
Care Pediatric Nursing. Clinical experiences
will allow the student to assume a more inde-
pendent role in assessing and managing the
health care of children from birth to adoles-
cence as part of a multidisciplinary health care
team. Prerequisite: NURS 711 and NURS 714.
(Faculty)

NURS 721 Psychophysiological Interven-
tions in Nursing (3) This course is an over-
view of the psychophysiological inter-
relationships commonly seen in patients
manifesting symptomatology such as hyperten-
sion, low back pain, headaches and arthritis.

Psychophysiological models unique to advanced
nursing assessment and intervention within a
family systems framework are examined, prac-
ticed and applied to actual client situations. Pre-
requisite: NURS 602 Conceptual Framework
for Nursing Practice. (Thomas)

NURS 750 Foundations for Psychiatric
Nursing II (2) This is the second half of a two
semester course which will provide graduate
students in psychiatric nursing with a theoretical
basis for clinical practice, an overview of multi-
ple schools of psychotherapy, and a matrix
within which to integrate concepts for Core I
which are particularly relevent to psychiatric
nursing. The course content encourages the stu-
dent to view the client developmentally in order
to assess his/her or the family's problem(s) and
to choose therapeutic interventions that are
grounded either in theory or in knowledge gen-
erated from empirically tested data. Either
NURS 650 or NURS 750 must be taken con-
currendy with NURS 602. Offered Spring se-
mester. (Aguilera and Faculty)

NURS 754 Liaison Nursing II (3) The sec-
ond level course in psychiatric liaison nursing

presents material relevant to specific patient
population which are targeted by the liaison
practitioner. In the latter half of the course, the
student begins to explore those issues involved
in working with nursing staff, rather than di-
rectly with patients to meet the latter' s psycho-
logical needs. In addition liaison research pro-
jects that were identified in the first level course
will be further developed to meet seminar paper
or thesis requirements. Prerequisites: NURS
654. (Robinson)

NURS 770 Strategies for Legal-Ethical Di-
lemmas in Nursing (2) This course is de-
signed to explore and analyze legal and ethical
dimensions of nursing interventions within the
context of selected professional issues such as
autonomy, privacy, justice, power, responsibility,
self-regulation, confidentiality, use of human
subjects and informed consent. The process of
identifying issues, taking and supporting posi-
tions and selecting effective nursing strategies
will be stressed. The interface of law ethics and
nursing is the primary focus of the course. Pre-
requisites: NURS 602 or permission of instruc-
tor. (Northrop)

NURS 771 Occupational Health (2) This
course provides an examination of issues and
research in occupational health. The expressions
of health of working segments of the adult pop-
ulation in various occupations will be explored.
The role of the health provider in occupational
health is considered in terms of legislation, pri-
vate and public industry, unionized and nonun-
ionized workers. This course includes a variety
of learning experiences such as field trips where
students have the opportunity to develop an in-
terdisciplinary approach to the population.
AHEC experience is available. Prerequisite:
NURS 602 or permission of instructor. Open to
non-nursing majors. Offered Winter Semester.
(Northrop)

NURS 799 Master's Thesis Research (1-
6) (Faculty)

NURS 801 Conceptual Basis for Nursing

(2) This course provides experience in concep-
tualizing health-related behavior as an initial
step in nursing research. Biological, psychologi-
cal, cognitive and social dimensions of selected
concepts relevant to nursing practice are exam-
ined theoretically and operationally. The interre-
latedness of these dimensions is viewed as con-
stituting a major focus in the study of Man
from a nursing perspective. (Kreider and Grady)

NURS 802 Analysis of Direct Nursing
Action (4) In this course clinical settings will
be utilized for the examination of client states
and nursing actions. From a theoretical perspec-
tive students will develop and implement a plan
for study of nursing actions and the client states
which are stimuli for and responses to nursing
actions. Prerequisites: NURS 801 (Kreider and
Grady)

NURS 803 Conceptualization of Nursing
Systems (2) An overview of the social, politi-
cal and organizational contexts within which
nursing is practiced and taught. Includes an in-
troduction to and comparison of organizational
and systems theories, and consideration of orga-
nizational problems of particular importance to
the practice and teaching of nursing. (Jacox)

NURS 804 Analysis of Indirect Nursing
Action (4) The processes by which national
health and nursing policies are determined and
organizational problems of particular importance
to the practice and teaching of nursing are ana-
lyzed. Emphasis is placed on factors which in-
fluence the acquisition and use of nursing re-
sources, the regulation of nursing practice,
authority and decision-making, and conflict
management in organizations. Prerequisite:
NURS 803. (Jacox)

NURS 805 Analysis and Development
Nursing Theory (4) Philosophical bases for
nursing theory are analyzed and several me-
tatheoretical approaches to theory development
are studied. Extant nursing theories are ana-
lyzed, compared and evaluated. Prerequisite:
NURS 602 or equivalent. (Lenz and Suppe)

NURS 806 Seminar in Nursing Science

(2) Philosophical, theoretical and professional
issues to be considered in discovering and veri-
fying nursing knowledge are addressed. Ap-
proaches to theory development in nursing are
examined and critiqued. Prerequisite: NURS
805 (Lenz and Faculty)

NURS 811 Measurement of Nursing Phe-
nomena (3) The theoretical basis of measure-
ment will be presented as a foundation for the
development and evaluation of measurement
tools for use in nursing research. Types of mea-
sures, techniques of construction, the statistical
analysis of reliability and validity, and strengths
and limitations for use of selected measures in
nursing research will be presented. Nursing re-
search studies will be evaluated relative to mea-

surement theory. Tools and procedures, includ-
ing those used to measure effective, cognitive,
behavioral and physiological aspects of selected
concepts, will be evaluated. Prerequisites:
NURS 702 , NURS 813 or equivalent. (Waltz)

NURS 812 Seminar in Nursing Measure-
ment (3) The theoretical basis of measurement
will be applied in a highly individualized expe-
rience in the development and testing of an in-
strument to measure a selected concept of rele-
vance in nursing research. The seminar will
provide the opportunity for discussion of prob-
lems, issues and strategies involved in tool con-
struction and validation and for the sharing of
experiences. Prerequisite: NURS 811 and
NURS 813 (Waltz)

NURS 813 Design of Nursing Research

(3) The emphasis in this course is on the acqui-
sition of methods and techniques for extending
the scientific base of knowledge for nursing
practice. Research studies, taken from the
health care literature, which address questions
of impact to nursing will serve as foci for dis-
cussion throughout the term. Research designs
and related statistical procedures will be exam-
ined in terms of their appropriateness for ad-
dressing various nursing problems. Small-scale
research projects will be carried out in order to
facilitate acquisition of desired skills. (Wolfe
and Faculty)

NURS 815 Advanced Seminar in Nursing
Research (3) Emphasis is on use of pre- and
quasi-experimental designs and related statistical
procedures for the study of nursing problems.
Included are evaluation research strategies, is-
sues of research control in field settings and
major sampling procedures. Prerequisites or
concurrent: NURS 813, COMP 601 or equiva-
lent. (Prescott)

NURS 818 Special Topics in Nursing Re-
search (1-3) A directed individually planned
research experience which provides doctoral stu-
dents the opportunity to work collaboratively
with a faculty member on an ongoing research
project. Specific requirements and credit are de-
termined by contractual agreement; repeatable
to a maximum of 6 credits. (Faculty)

NURS 888 Special Problems in Direct
Nursing (1-3) Students select a topic of partic-
ular professional interest within the sphere of
direct nursing, to be studied with a graduate
faculty member with special competence in the

subject area. Specific objectives and require-
ments are determined by contractual agreement
prior to registration. Repeatable to a maximum
of 6 credits. (Faculty)

NURS 898 Special Problems in Indirect
Nursing (1-3) Students select a topic of pro-
fessional interest within the sphere of indirect
nursing, to be studied with a graduate faculty
member with special competence in the subject
area. Specific objectives and requirements are
determined by contractual agreement prior to
registration. Repeatable to a maximum of 6
credits. (Faculty)

NURS 899 Doctoral Dissertation Re-
search (1-12) \ariable credit (Faculty)

NPHY 421, 422 Principles of Human
Physiology (3, 3) Required for students ma-
joring in maternal and child nursing. Open to
all other students (Urbaitis)

NPHY 480 Human Physiology (3) The focus
of this course is directed toward the study of
selected areas in normal human physiology.
Emphasis is given to analysis of normal func-
tion at the cellular and organ levels. Major reg-
ulatory and integrative mechanisms of the body
are elaborated to elucidate body function. This
course expands upon a basic knowledge of
physiology. (Faculty)

NPHY 610 Methods and Principles of Ap-
plied Physiology I (3) The first of two se-
quential courses designed to provide the student
with a deeper base of scientific knowledge that
correlates physiology and corresponding altera-
tions to a process of clinical diagnosis and man-
agement. The course elaborates upon specific
pathophysiologic principles and a study of dis-
ease entities. It also provides exercises in apply-
ing epidemiological knowledge in clinical prac-
tice and preventive health settings. Prerequisite:
NPHY 480. (Faculty)

NPHY 611 Methods and Principles of Ap-
plied Physiology II (3) The last of two se-
quential courses designed to provide the student
with an indepth base of scientific knowledge
that correlates physiology and corresponding al-
terations to a process of clinical diagnosis and
management. The course elaborates upon spe-
cific pathophysiologic entities and study of dis-
ease entities. It also provides exercises in apply-
ing epidemiological knowledge in clinical
practice and preventive health settings. Prereq-
uisite: NPHY 480 and NPHY 610. (Faculty)

CONTINUING EDUCATION
PROGRAM

The Continuing Education Program is designed
to facilitate the life-long learning process of in-
dividual nurses and provides an essential bridge
between the School of Nursing and the nursing
community in Maryland. The program offers
workshops, short courses and seminars which
build upon the basic preparation of the regis-
tered nurse and serve to enhance or update
knowledge and professional competence in the
delivery of health services. Aware of the ex-
panding decision making responsibilities now
confronting nurses, the program provides for
opportunities to learn about new concepts in
professional nursing, and bring participants into
dialogue with colleagues in the nursing profes-
sion as well as experts in related fields.

Activities are coordinated with other profes-
sional groups, institutions and health related
agencies in the state to encourage cooperative
planning and interprofessional programming.
Regional committees consisting of nurses in
western and southern Maryland and the Eastern

Shore assist with identification of continuing ed-
ucation needs and participate in planning and
implementing individual offerings in those re-
gions.

The School of Nursing Committee for Con-
tinuing Education serves in an advisory capacity
for program development and evaluation. Fac-
ulty members participate in planning for and
teaching in specific offerings and serve as con-
sultants as appropriate.

The Interprofessional Council for Continuing
Education, UMAB, is composed of the Direc-
tors of Continuing Education in the six profes-
sional schools. The number and scope of in-
terprofessional offerings has increased con-
siderably as a result of the Council's activities.

Appropriate continuing education units
(CEU'S) based upon guidelines and criteria es-
tablished by the National Task Force on the
Continuing Education Unit are awared to partic-
ipants completing offerings sponsored or co-
sponsored by the School of Nursing.

ADMINISTRATION
AND FACULTY

Administration

Board of Regents

The Hon. Joseph D. Tydings. Chairman, 1984

Mr. Allen L. Schwait, Vice Chairman, 1984

Mr. A. Paul Moss. Secretary, 1983

Mrs. Mar) H. Broadwater. Treasurer, 1983

Mrs. Constance C. Stuart. Assistant Secretary, 1985

Mr. David K. Fram. Assistant Treasurer. 1983

The Hon. Wayne A. Caw ley. Jr.. Ex Officio

Mr. A. James Clark. 1986

Mr. Ralph W. Frey. 1986

Mr. Frank A. Gunther. Jr.. 1987

The Hon. Blair Lee. IU. 1985

Mr. Clarence M. Mitchell. Jr.. 1987

Mr. Peter F. O'Malley, 1985

Mr. Neil W. Randall. 1983

Mr. John W. T. Webb

University of Maryland Central
Administration

President: John S. Toll. B.S.. Yale University 1944:
A.M.. Princeton University, 1948: Ph.D.. Princeton
University. 1952.

Executive Vice President: Kenneth W. Ford. A.B..
Harvard University, 1948: Ph.D.. Princeton Univer-
sity, 1953.

Acting Vice President for Academic Affairs: David S.
Sparks. B.S.. Grinnel College. 1944; M.A.. Uni-
versity of Chicago. 1945: Ph.D.. University of Chi-
cago. 1951.

Vice President for Agricultural Affairs and Legislative
Relations: Frank L. Bentz. Jr.. B.S.. Universit) of
Maryland. 1942: Ph.D.. University of Maryland.
1952.

Vice President for General Administration: Warren
W Brandt. B.S.. Michigan State University, 1944:
Ph.D.. University of Illinois. 1949.

Vice President for University Relations: Robert G.
Smith. B.S.. State University of New York. 1952:
M.A., Ohio University, 1956.
Acting Vice President for Graduate Studies and Re-
search: Robert E. Menzer. B.S.. University of
Pennsylvania. 1960: M.S.. University of Maryland.
1962: Ph.D.. University of Wisconsin. 1964.'
Assistant to the President: W. Jackson Stenger. A.B..
Wishington College. 1949: M.A.. Georgetown Uni-
versity. 1959: Ph.D.. Georgetown University. 1965.

Assistant to the President: Earl S. Richardson. B.A..
Maryland State College. 1965: M.S.. Universit) of
Pennsylvania. 1973; D.Ed.. University of Pennsyl-
vania, 1976.

Associate Vice President for Universit} Relations:
Leo E. Geier. A.B.. Universit) of Nebraska. 1950.
Associate Vice President for Development: Patricia P.
Purcell. B.A.. Wells College. 1966: M.Ed.. Boston
University. 1967.

University of Maryland at Baltimore
Administration

Chancellor:
Dr. T. Albert Farmer
Executive Assistant to the Chancellor:
Roy Borom

Special Assistant to the Chancellor:
Dr. Malinda B. Orlin
Vice Chancellor for Health Affairs:
Dr. John M. Dennis
Vice Cliancellor for the Medical System:
Dr. Morton I. Rapoport

Associate Vice Chancellor for General Administra-
tion:

Dr. George Stuehler

Associate Vice Chancellor for Student Affairs:
Dr. Louis J. Murdock
Director, Admissions and Registrations:
Wayne A. Smith

Director, Budget Office:
James T. Hill

Director, Health Sciences Library:

Cyril H. Feng

Coordinator, Office of Residence Life:

Nadine Lomakin

Director, Office of Institutional Advancement:

Dr. Frederick J. Ramsay

Director, Institutional Research:
Paul A. Davalli

Director, Personnel Services:

Fred G. Bank

Director, Facilities Management:

Richard Vicens

Director, Professional Schools Computer Center:

Donn A. Lewis

Director, Student Financial Aid:

James H. Nolan

Director. Campus Health Services:
Dr. Robert Evans

Special Assistant to the Vice Chancellor:
G. Bruce McFadden

University of Maryland at Baltimore— Deans

Dean, Dental School: Errol L. Reese. B.S.. Fair-
mont State College. 1960; M.S.. University of De-
troit. 1968; D.D.S., University of West Virginia.
1963.

Dean (Acting), Graduate School and Interprofes-
sional Studies: Ross W I. Kessel. M.B.. B.S.. Uni-
versity of London. 1956; Ph.D.. Rutgers. The State
University. 1960.

Dean. School of Law :: Michael J. Kelly. B.A..
Princeton University. 1959; Ph.D.. Cambridge Uni-
versity. 1964: LLb.. Yale Law School. 1967.
Dean, School of Medicine: John M. Dennis. B.S..
University of Maryland. 1943: M.D.. 1945.

Decvi, School of Nursing: Nan B. Hechenberger.
B.S.. Villanova University. 1956: M.S.. The Catho-
lic Universitj of America, 1959; Ph.D.. 1974; RN
Dean. School of Pharmacy: William J. Kinnard. Jr..
B.S.. Universitv of Pittsburgh. 1953; M.S.. 1955;
Ph.D.. Purdue University, 1957.
Demi. School ofSo<ial Vlfork and Community Pkm-
ning: Ruth H. Young. A.B.. Wellesley College.
1944; M.S.S.W.. The Catholic University of Amer-
ica. 1949; D.S.W.. 1965.

School of Nursing Administration

Nan B. Hechenberger, Dean and Professor B.S..
Villanova University 1956: M.S.. The Catholic
University of America, 1959; Ph.D.. 1974: (RN)

Frieda M. Holt, Associate Dean for Graduate
Studies and Professor B.S.. University of Colo-
rado. 1956: M.S.. Boston University 1969;
Ed.D.. 1973: (RN)

Rachel Z. Booth, Associate Dean for Undergradu-
ate Studies and Associate Professor B.S.. Uni\er-
sitv of Marvland. 1968: M.S.. 1970 Ph.D..
1978; (RN)'

Ann S. Madison, Assistant Dean for Academic
Services and Associate Professor B.S.. University
of Maryland. 1962; M.S.. University of Pennsyl-
vania. 1964; Ph.D.. University of Marvland.
1973: (RN)

Barbara Byfield, Acting Assistant Dean for Con-
tinuing Education and Faculty Development B.S..
D'Youville College. 1967: M.S.. University of
California. 197lf(RXt

Helen R. Kohler, Director. Outreach Projects and
Associate Professor B.S.. University of Pennsyl-
vania. 1960: M.S.. University of Minnesota.
1962: Ph.D.. University of North Carolina.
1974; (RN)

Elizabeth R. Lenz, Director. Doctoral Program
and Associate Professor B.S.N.. DePauvv Univer-
sity. 1964: M.S.. Boston College. 1967: Ph.D..
Universitv of Delaware. 1976: (RN)

Ada Jacox, Director. Center for Research and
Professor B.S.. Columbia University. 1959:
M.S.. Wayne State University. 1965: Ph.D.. Case
Western Reserve University. 1969; (RN)

Barbara Spivak, Director of Student Services
A.B.. Michigan Suite University. 1965; M.S..
1969

Brian Naughton, Director. Nursing Media Center
and Assistant Professor B.S.. State University of
New York. 1970: M.A.. Ohio State Universitv.
1971

Judith Court, Director. Admissions and Academic
Progressions and Assistant Professor B.A.. State
Universitv of New York City, Albanv. 1971:
M.A.. Columbia University.' 1972; Ed.D.. 1979.

Donna Aguilera, Chairperson. Psychiatric Nurs-
ing and Professor B.S.. University of California.
Los Anseles. 1963: M.S.. 1965:'Ph.D.. Univer-

sitv of Southern California. Los Angeles. 1974:
(RN)

Hazle Blakeney, Chairperson. Career Develop-
ment and Professor B.S.. Kansas State College.
1946: M.S.. Teacher's College. Columbia Uni-
versity 1953; Ed.D.. 1967; (RN)

M. Virginia Ruth, Chairperson. Community
Health. Maternal Child and Primary Care Nurs-
ing and Associate Professor B.S.. Georgetown
University. 1953: M.S.. Yale University 1961:
Dr. PH.. Johns Hopkins University. 1976; (RN)
Certified Nurse Midwife

Betty Shubkagel, Chairperson. Medical Surgical.
Gerontological and Trauma/ Critical Care Nursing
and Professor B.S.. University of Maryland.
1954; M.N.. Emory University. 1957:Ph.D..
University of Maryland. 1976; (RN)

RoAnne Dahlen, Chairperson. Registered Nurse
Program and Assistant Professor B.S.. Columbia
University. 1961: M.A.. New York University.
1964: D.N.Sc. The Catholic University of
America. 1980: (RN)

Lesley Perry, Acting Chairperson. Senior Year and
Assistant Professor B.S.N. . Roberts Wesleyan
College. 1966; M.S.. Boston University. 1969:
(RNf

Mary Rapson, Chairperson Junior Year and As-
sistant Professor B.S.. University of Marvland.
1961. M.S.. 1967: Ph.D.. 1980 (RN)

Doreen C. Harper, Chairperson. Undergraduate
Expansion UMBC and Assistant Professor:
B.S.N: Cornell University. 1971; M.S.N.. Catho-
lic University of America, 1974; Ph.D.. Univer-
sitv of Maryland. 1980: (RN)

Nurses' Alumni Association

Officers for 1980-81

Catherine Kerr. President

Carolann L. Engler. First Vice Pr.

Thelma Kleckner. Second Vice President

Margaret Carrozza. Secretary

Elaine Crow. Treasurer

Board of Directors

Jean Warfield Donnelly

Claire Greenhouse

Carla Miller

Debbie Barton

Faculty

University of Maryland School of Nursing

Acuff, Mathilda, Instructor (Psychiatric-Mental

Health Nursing) B.S.N. . Medical College of Vir-
ginia. 1965; M.S.. Virginia Commonwealth Uni-
versity, 1975: (RN)

Adams, Deborah, Instructor of Nursing (Pediatric
Nursing) B.S.N.. University of Virginia. 1976:
M.S.N. , University of North Carolina. 1980:
(RN)

Afkari, Elizabeth, Instructor of Nursing (Maternal
and Child) B.S.N. . Columbia University, 1958:
M.Ed.. 1967: (RN)

Aguilera, Donna, Chairperson, Psychiatric Nurs-
ing and Professor, B.S.. University of California.
Los Angeles. 1963: M.S.. 1965: Ph.D.. Univer-
sity of Southern California. Los Angeles. 1974:
(RN)

Arnold, Elizabeth C, Assistant Professor of Nurs-
ing (Psychiatric Nursing) B.S.. Georgetown Uni-
versity, 1961; M.S.. Catholic University of
America. 1964; (RN)

Await, Kathleen A., Instructor of Primary Care
Nursing (Graduate Program) B.S.. Villanova Uni-
versity. 1971: M.S.. University of Colorado.
1976:' (RN)

Baldwin, Beverly, Assistant Professor of Geronto-
logical Nursing (Graduate Program) B.S.N..
Northwestern State University, 1966: M.S.. Uni-
versity of Iowa. 1970; M.A., University of New
Orleans. 1975: (RN)

Baldwin, Mary Ann, Instructor of Nursing (Fam-
ily Health Nursing) B.S.N. . Duquesne University,
1970: M.S.. Catholic University. 1981: (RN)

Bausell, R. Barker, Associate Professor. Center
for Research B.S.. University of Delaware. 1968:
Ph. D.. 1976

Bayne, Marilyn, Assistant Professor of Nursing
(Medical and Surgical) B.S.. University of Mary-
land. 1974: M.S.. 1977: (RN)

Bertsch, Coleen, Instructor of Nursing (Family
Nurse Clinician) B.S.N. . University of Tennes-
see. 1962: M.S.N. . Mississippi University for
Women. 1977: (RN)

Blakeney, Hazle E., Chairperson, Career Devel-
opment and Professor (Graduate Program) B.S..
Kansas State College. 1944: M.A.. Teachers Col-
lege. Columbia University. 1961; Ed.D.. 1967:
(RN)

Boland, Barbara, Assistant Professor of Nursing
(Medical and Surgical Nursing) B.S.. Catherine
Spaulding College. 1960: M.S.. University of
Maryland, 1973- (RN)

Booth, Rachel Z., Associate Dean for Undergrad-
uate Studies and Associate Professor. B.S.. Uni-
versity of Maryland, 1968: M.S.. 1970: Ph.D..
1978:' (RN)

Braun, Rita, Assistant Professor of Nursing, Career
Development (Graduate Program) B.S.N.. St.

Louis University. 1964: M.S.N.. The Catholic
University. 1966: (RN)

Brooks, Naomi, Assistant Professor of Nursing
(Community Health Nursing) B.S.. University of
Maryland. 1961; M.S.. 1976: (RN)

Brophy, Merril C, Instructor of Nursing (Pediatric
Nursing) B.S.. Western Reserve University. 1966;
M.S.. University of Maryland, 1978: (RN)

Brownell, Ruth, Instructor q) Nursing (Primary
Care Nursing) B.S. University of Maryland.
1979: M.S.." 1981: (RN)

Brunger, Judith, Instructor of Nursing

(Psychiatric-Mental Health Nursing) B.S. Duke
University. 1969: M.S.N. Catholic University of
America. 1979; (RN)

Byfield, Barbara, Acting Assistant Dean for Con-
tinuing Education and Faculty Development and
Assistant Professor. B.S.. D'Youville College.
1969; M.S.. University of California, San Fran-
cisco. 1971; (RN)

Cain, Ann M., Professor Psychiatric Nursing
(Graduate Program) B.S.. Ohio State University.
1956: M.S.. University of Colorado. 1959:
Ph.D.. University of Maryland. 1972: (RN)

Campbell, Kathleen, Instructor of Nursing (Pedi-
atric Nursing) B.S.N. . University of Maryland.
1973: M.S.. 1980: (RN)

Cardinale, Sandra, Assistant Professor Nursing
(Medical and Surgical Nursing) B.S.. University
of Maryland. 1959; M.S.. 1975: (RN)

Carson, Verna J., Assistant Professor of Nursing
(Psychiatric Nursing) B.S.. University of Maty-
land. 1968: M.S.. 1973: (RN)

Cassidy, Jean E., Assistant Professor of Nursing
(Maternal Child Nursing) B.S.N. . St. Anselm's
College. 1964: M.P.H.. John's Hopkins Univer-
sity. 1973; Dr. RH; 1981 (RN) Certified Nurse
Midwife

Chichester, Myra, Assistant Professor of Nursing
(Maternity Nursing) B.S.N.. Columbia Univer-
sity. 1957: M.S.. University of Maryland. 1971.
(RN)

Cogliano. Janet, Assistant Professor of Medical
and Surgical Nursing (Graduate Program) B.S..
University of Maryland. 1965; M.S.N.. Catholic
University of America. 1975; D.N.Sc. Catholic
University of America. 1981. (RN)

Court, Judith A., Assistant Professor. Director of
Admissions and Academic Progressions. B.A.,
State University of New York City. Albany, 1971:
M.A.. Columbia University, 1972: Ed.D.. 1979

Cusson, Regina, Instructor of Nursing (Maternal
and Child) B.S.. St. Joseph's College. 1971:
M.S.. University of Maryland. 1978: (RN)

Dahlen, RoAnne, Chairperson, Registered Nurse
Program and Assistant Professor of Nursing, B.S..
Columbia University. 1961: M.A.. New York
University. 1964: D.N.Sc. Catholic University of
America, 1980: (RN)

Damrosch, Shirley P., Assistant Professor, Center
for Research B.A.. Ohio State University, 1954;
Ph.D., University of Minnesota. 1975

DeLuca, Kathleen E., Instructor of Nursing

(Medical-Surgieal Nursing) B.S.N. . St. Louis
University. 1971; M.S.N. . Catholic University
1977; (RN)

Edmunds, Marilyn, Assistant Professor of Primary
Care Nursing (Graduate Program) B.S..
Brighman Young University. 1964; M.S.. DePaul
University. 1970; (RN)

Eells, Mary Ann, Associate Professor of Commu-
nity Health Nursing (Graduate Program) B.S..
State Universit) of New York. 1955; M.S.. Uni-
versity of Rochester, 1968; Ed.D.. 1970; (RN)

Emrich, Carol, Instructor of Medical and Surgical
Nursing (Graduate Program) B.S.. University of
Maryland. 1970; M.S., 1974: (RN)

Feroli, Kathleen, Instructor of Nursing (Pediatric
Nursing) B.S.N. . Universitv of Maryland. 1973;
M.S.. 1980; (RN)

**Fischman, Susan, Associate Professor of Ma-
ternal and Child Nursing (Graduate Pmgram)
B.S.N. , University of Michigan. 1957; M.P.H.,
Johns Hopkins Universitv. 1965; Dr. PH.. 1974;
(RN) Certified Nurse Midwife

Fishbein, Eileen G., Assistant Professor of Nurs-
ing (Maternal-Child Nursing) B.S.N. , University
of Maryland. 1958; M.S.. 1959; D.N.Sc, Cath-
olic University of America. 1981: (RN)

Fitzgerald, Sheila, T, Instructor of Primary Care
Nursing (Graduate Program) B.S.N. . University
of Wisconsin. 1968; M.S.N.. University of
Pennsylvania. 1973; (RN)

Fontaine, Dorothy, Instructor of Medical and Sur-
gical Nursing (Graduate Program) B.S., Villanova
University. 1972; M.S.. Universit)' of Maryland,
1977; (RN)

Fortier, Julie C, Assistant Professor of Nursing
(Maternity Nursing) B.S.. Medical College of
Georgia. 1966: M.S.. Universitv of Marvland.
1968; (RN)

'Fortna, Nancy, Instructor of Nursing (Nursing of
Children) B.S.N. . University of Pennsylvania.
1964; M.S.N. . 1966: (RN)

* Fritz, Winona, Assistant Professor Nursing, Career
Development (Graduate Program) B.S.N., Univer-
sity of Missouri. 1968; M.S.. University of
Maryland. 1977: (RN)

Fuller, Antonia K., Assistant Professor of Nursing
(Psychiatric Nursing) B.S.. University of Colo-
rado. 1968; M.S.. Universitv of Marvland, 1973;
(RN)

Gerardi, Ruth, Instructor of Nursing (Medical and
Surgical Nursing) B.S.N. . Widener University.
1971; M.S.. University of Maryland. 1970; (RN)

Gift, Audrey, Assistant Professor (Medical-Surgical
Nursing) B.S.N. . Teachers College. Columbia
University. 1967: University of Pennsvlvania.
1969; (RN)

Giles, Lois A., Instructor of Nursing (Psychiatric
Nursing) B.S.. University of Maryland, 1975;
M.S.. 1977; (RN)

Gipe, Florence M., Dean Emerita B.S.. Catholic
Universitv of America. 1937: M.S., University
of Pennsylvania. 1940: Ed.D.. University of
Maryland. 1952: (RN)

* 'Gordon, Dorothy L., Assistant Professor of Medi-
cal and Surgical Nursing (Graduate Program)
B.S.N. . University of Pennsylvania. 1963; M.S..
New York University. 1968: D.N.Sc. The Cath-
olic University of America, 1975; (RN)

Gray, Peggy, Instructor of Nursing (Gerontological
Nursing) B.S.. University of Virginia. 1969;
Ohio State University, 1973; (RN)

Grimm, Patricia M., Assistant Professor of Nurs-
ing (Psychiatric Nursing) B.S.. University of
Connecticut. 1964: M.S.. Catholic University.
1976: (RN)

Guberski, Thomasine, Assistant Professor of Pri-
mary Care Nursing (Graduate Program) B.S..
American International College. 1964; M.S.,
University of Michigan. 1969. (RN)

Gunnett, Ann E., Assistant Professor of Nursing
(Medical and Surgical Nursing) B.S., University
of Maryland. 1968; M.S.. Case Western Reserve
University: 1975; (RN)

Hale, Shirley L., Associate Professor of Nursing
(Psychiatric Nursing) B.S.. University of Penn-
sylvania. 1957: M.S., Universitv of Maryland,
I960; Ph.D.. 1974: (RN)

Hall, Pamela S., Instructor of Medical-Surgical
Nursing (Graduate Program) B.S.. Universitv of
Maryland. 1974: M.S.. 1980: (RN)

Hardman, Margaret A., Assistant Professor of
Nursing (Maternity Nursing) B.S.. University of
Oregon. 1955; M.S., University of Marvland.
1972: (RN)

Harper, Doreen C, Chairperson, Undergraduate
Expansion UMBC and Assistant Professor;
B.S.N. , Cornell University. 1971; M.S.N. . Cath-
olic University of America. 1974; Ph.D.. Univer-
sity of Maryland, 1980: (RN)

* Harvey, Ann H., Assistant Professor of Medical
and Surgical Nursing (Graduate Program) B.S..
University of Maryland. 1964: M.S.. 1967: (RN)

Hechenberger, Nan B., Dean and Professor
B.S.. Villanova University. 1956; M.S.. The
Catholic University of America. 1959; Ph.D..
1974: (RN)

Heller, Barbara, Associate Professor, Career De-
velopment, (Graduate Program) B.S.. Boston Uni-
versity 1962; M.S.N. . Adelphi University, 1966;
Ed. M.. Teachers College. Columbia University,
1971: Ed. D.. 1973: (RN)

*Hicks, Johnnye M., Assistant Professor of Mater-
nal and Child Nursing (Graduate Program) B.S..
Winston-Salem University. 1961: M.S.. Yale Uni-
versity. 1965: (RN) Certified Nurse Midwife

Holt, Frieda M., Associate Dean for Graduate
Studies and Professor (Graduate Program) B.S..

University of Colorado, 1956; M.S.. Boston Uni-
versity. 1969; Ed.D.. 1973; (RN)

Horensky, Judith L., Instructor of Nursing (Com-
munity Health Nursing) B.S.N. , University of
Pittsburgh, 1964; M.S., University of Maryland.
1978; (RN)

Ignatavicius, Donna D., Instructor of Nursing
(Medical-Surgical Nursing) B.S.N., University of
Maryland. 1976: M.S.. 1981; (RN)

Jacox, Ada, Director, Center for Research and
Professor B.S.. Columbia University, 1959;
M.S., Wayne State University, 1965; Ph.D., Case
Western Reserve University. 1969; (RN)

Jarrett, Grace, Assistant Professor of Nursing, Ca-
reer Development: Clinical Specialization (Gradu-
ate Program) B.S.N. , Hunter College. 1973:
M.A.. Columbia University. 1974; Ph.D., Uni-
versity of Maryland, 1979; (RN)

** Jones, L. Colette, Assistant Professor of Primary-
Care Nursing (Graduate Program), B.S.. Univer-
sity of Nebraska. 1958; M.S.. The Catholic Uni-
versity of America, 1972; Ph.D., University of
Maryland, 1978; (RN)

Kennedy, Patrica H., Assistant Professor Nursing
(Psychiatric Nursing) B.S., University of Mary-
land, 1962; M.S.. 1963; (RN)

Kleeman, Karen M., Assistant Professor of Medi-
cal and Surgical Nursing (Graduate Program)
B.S., Columbia Union College, 1968; M.S.,
University of Colorado, 1971: (RN)

Klemm, Paula R., Instructor of Nursing (Medical-
Surgical Nursing) B.S.N. , Stoney Brook Univer-
sity, 1976; M.S.. University of Maryland. 1981;
(RN)

**Kohler, Helen R., Director, Outreach Projects and
Associate Professor of Nursing (Community
Health Nursing) B.S., University of Pennsylva-
nia, 1960: M.S., University of Minnesota, 1962;
Ph.D., University of North Carolina. 1974; (RN)

Krauss, Nancy E., Assistant Professor of Nursing
(Psychiatric Nursing) B.S., Johns Hopkins Uni-
versity. 1965; M.S., University of Maryland,
1967; (RN)

Kreider, Mildred S., Associate Professor of Medi-
cal and Surgical Nursing (Graduate Program)
B.S.N. . Goshen College, 1958; M.S.. University
of Maryland, 1968; Ph.D.. 1976; (RN)

Lamm, Naomi H., Inst nictor of Nursing (Maternal
Child Nursing) B.S.N. , University of Maryland,
1976; M.S., 1981; (RN)

Leidy, Susan, Instructor of Nursing (Medical and
Surgical Nursing) B.S.. Elizabethtown College,
1970; M.S.N. , University of Pennsylvania. 1972:
(RN)

Lenz, Elizabeth R., Director of Doctoral Program
and Associate Professor (Graduate Program)
B.S.N. , DePauw University. 1964; M.S.. Boston
College, 1967; Ph.D.. University of Delaware.
1976; (RN)

Linthicum, Louise R., Associate Professor of
Nursing (Maternal and Child Nursing) B.S.,

Johns Hopkins University. 1959: M.S., Univer-
sity of Maryland. 1964; Ph.D.. 1975: (RN)

Liscik, Eileen, Instructor (Pediatric Nursing)
B.S.N.. University of Pittsburgh, 1973; M.S.
Catholic University of America, 1977: (RN)

Marshall, Mary Jo, Instructor (Pediatric Nursing)
B.S.N. . University of Maryland. 1969; M.S.N.,
University of Texas, 1976; (RN)

McBee, Betty M., Assistant Professor of Nursing
(Maternity Nursing) B.S.. University of Mary-
land. 1967; M.S.. 1971; (RN)

**McElroy, Evelyn M., Associate Professor of Psy-
chiatric Nursing (Graduate Program) B.S.. Uni-
versity of Colorado, 1961; M.S.. University of
Maryland. 1966; Ph.D.. 1973: (RN)

McEntee, Margaret A., Assistant Professor of
Nursing (Medical and Surgical Nursing) B.S., Se-
ton Hall University. 1968; M.S., University of
Maryland, 1973: (RN)

McFadden, Ellen A., Assistant Professor of Nurs-
ing (Psychiatric Nursing) B.S., University of Vir-
ginia, 1973; M.S., University of Maryland,
1974; (RN)

McGurn, Wealtha C, Associate Professor of Pri-
mary Care Nursing (Graduate Program) B.S.N..
University of Vermont, 1961; M.S., University of
Pennsylvania, 1965; M.A., 1971; Ph.D., 1976;
(RN)

McKinney, Denise, Instructor of Nursing (Medical
and Surgical Nursing) B.S.. University of Dela-
ware, 1973; M.S., University of Maryland,
1978; (RN)

Madison, Ann, Assistant Dean for Academic Sen-
ices and Associate Professor B.S., University of
Maryland, 1962; M.S., University of Pennsylva-
nia, 1964; Ph.D.. University of Maryland. 1973;
(RN)

Maguire, Maureen, Assistant Professor of Primary
Care Nursing (Graduate Program) B.S.N. , Uni-
versity of Pennsylvania, 1969; M.S.N., 1971;
(RN)

Marsan Mosely, H. Jewel, Associate Professor of
Medical atul Surgical Nursing (Graduate Program)
B.S., University of Maryland, 1959; M.S.. 1963;
(RN)

Maurer, Frances, Instructor of Nursing (Medical
and Surgical Nursing) B.S.. California State Uni-
versity, 1977; M.S., University of Maryland,
1979; (RN)

Melcolm, Norma J., Assistant Professor of Nurs-
ing (Medical and Surgical Nursing) B.S., Medical
College of Georgia, 1966; M.S.. University of
Maryland, 1969: (RN)

'Micka, Georgia, Instructor of Primary Care Nurs-
ing (Graduate Program) B.S.. Columbia Univer-
sity, 1966; M.S.. University of Maryland, 1979;
(RN)

Miller, Cynthia, Instructor of Nursing (Medical and
Surgical Nursing) B.S.N. . University of Mary-
land. 1976; M.S., 1981; (RN)

Miller, Patricia, Instructor of Nursing (Medical and
Surgical Nursing) B.S.. Loyola College. 1974;
B.sT. Johns Hopkins University. 1977; M.S..
University of Maryland, 1979; (RN)

Montana, Joanne, D., Instructor of Nursing (Pe-
diatric Nursing) B.S.N. . University of Pittsburg.
1973; Catholic University of America. 1980;
(RN)

Morgan, Ann, Assistant Professor of Nursing (Psy-
chiatric Nursing) B.S.N. . Catholic University of
America. I960; M.S.N. . 1971; (RN)

Moser, Rose Marie, Counselor B. A., University
of Pennsylvania. 1976; M.S.. 1977; Ph.D., 1981

Murphy, Marion I., Dean Emerita B.S.. Univer-
sity of Minnesota. 1936; M.P.H.. University of
Michigan. 1946; Ph.D.. University of Michigan,
1959: (RN)

Nalven, Lynne, Instructor of Nursing (Maternal
Child Nursins) B.S.N. , University of Maryland.
1975; M.S.. 1977; (RN)

Naughton, Brian, Director. Nursing Media Center
and Assistant Professor B.S.. State University of
New York. 1970; M.A.. Ohio State University.
1971

Neal, Margaret T., Assistant Professor of Nursing
(Psychiatric Nursing) B.S.. Southern Missionary
College. 1965; M.S.N. , Catholic University of
America. 1970; (RN)

Neal, Mary V., Professor of Maternal and Child
Nursing (Graduate Program) B.S.. University of
Maryland. 1949; M. Litt.. University of Pins-
burgh. 1952; Ph.D.. New York University, 1968:
(RN)

Neff, Phyllis, Instructor of Nursing (Maternal-
Child) B.S.. University of Maryland, 1976:
M.S.. University of Maryland. 1979. 1979 (RN)

*Niklewski, Roberta, Assistant Professor of Nurs-
ing (Psychiatric Nursing) B.S.N. . St. Joseph Col-
lege. 1972; M.S.N. . University of Maryland.
1975: (RN)

Northrop, Cynthia E., Assistant Professor of
Community Health Nursing (Graduate Program)
B.S.. Columbia Union College. 1972; M.S..
University of Maryland. 1975; J.D., University
of Baltimore. 1979; (RN)

O'Brien, Maureen, Assistant Professor of Nursing
(Psychiatric Nursing) B.S.. Boston College.
1964: M.A.. Boston University. 1967: (RN)

O'Connor, Catherine E., Assistant Professor of
Gerontological Nursing (Graduate Program) B.S..
University of Maryland. 1975: M.S.. 1977: (RN)

O'Mara, Ann M., Assistant Professor of Nursing
(Medical and Surgical Nursing) B.S.N. . State
University of New York. 1972: M.S.N.. Catholic
University of America. 1977: (RN)

Parker, Barbara J., Assistant Professor of Nursing
(Psychiatric Nursing) B.S.. University of Illinois.
1968: M.S.. University of Maryland. 1972: (RN)

Perry, Lesley, Acting Chairperson, Senior Year and
Assistant Professor (Pediatric Nursing) B.S.N. .

Robert Wesleyan College. 1966; M.S.. Boston
University. 1969; (RN)

Phillips, May E., Instructor of Nursing (Maternity
Nursing) B.S.. University of Vermont, 1960;
M.S.. University of Maryland, 1980; (RN)

Prescott, Patricia, Associate Professor of Nursing,
Center for Research B.S.. University of Califor-
nia. 1965: M.S.. 1967; M.A., University of
Denver. 1974; Ph.D.. 1977; (RN)

Proulx, Joseph R., Professor, Career Develop-
ment: Administration of Nursing (Graduate Pro-
gram) B.S.. University of Bridgeport. 1961:
M.S.N., University of Pennsylvania. 1966:
Ed.D.. Teachers College. Columbia University,
1972; (RN)

Quinn, Charlene Connolly, Instructor of Nurs-
ing, Career Development (Graduate Program)
B.S.N. , Duke University. 1976; M.S.N.. Univer-
sity of Maryland, 1980; (RN)

Rankin, Elizabeth, Assistant Professor of Nursing
(Psychiatric Nursing) B.S.N. , University of
Maryland. 1970; M.S.. 1972; Ph.D.. 1979: (RN)

Rapson, Mary, Chairperson, Junior Year, Assistant
Professor B.S., University of Maryland. 1961:
M.S.. 1967; Ph.D.. 1980: (RN)

Rawlings, Norma R., Assistant Professor of Nurs-
ing (Maternity Nursing) b.S.. Winston-Salem
University. 1964; M.S.. University of Maryland.
1968: (RN)

Redgraves, Patricia C, Instructor of Nursing
(Maternal Child Nursing) B.S.N. . University of
Maryland. 1975; M.S., 1981; (RN)

Robinson, Lisa, Professor Psychiatric Nursing
(Graduate Program) B.S., American University.
1961: M.S.. University of Maryland. 1965;
Ph.D.. 1970; (RN)

Roblyer, Jody, Instructor (Pediatric Nursing) B.S..
State University of New York at Binghamton.
1977; M.S. University of Maryland, 1982: (RN)

Rogers, Peggy P., Assistant Professor, Center for
Research B.A.. Park College. 1969; M.A.,
George Peabody College. 1974; Ph.D.. 1976

Ross, Linda J., Assistant Professor of Primary
Care Nursing (Graduate Program) B.S.N.. Catho-
lic University, 1967: M.A.. Teachers College,
Columbia University. 1974; (RN)

Russell, Sandee E., Instructor of Nursing
(Medical-Surgical Nursing) B.S.N. . Duke Uni-
versity. 1973; M.S.. University of Maryland,
1981; (RN)
Ruth, M. Virginia, Chairperson, Community
Health, Maternal Child and Primary Care Nursing
and Associate Professor (Graduate Program) B.S..
Georgetown University, 1953; M.S.. Yale Univer-
sity. 1961; Dr. PH., Johns Hopkins University.
1976; (RN) Certified Nurse Midwife

Sands, Rostta E, Assistant Professor of Nursing
Medical and Surgical Nursing) B.S.. University oi
Maryland, 1966: M.S.. 1970; Ph.D.. Union Col-
leges and Universities. Cincinnati, Ohio. 1980:
(RN)

Scott, Doris E., Assistant Professor of Nursing
(Psychiatric Nursing) B.S.N. . Dillard University,
1963; M.S.. Boston University. 1968: (RN)

Scott, Jessie M., Associate Professor. Career De-
velopment: Nursing Health Policy (Graduate Pro-
gram) B.S.. University of Pennsylvania. 1943:
M.A.. Teacher College. Columbia University,
1949: (RN)

Seff, Sandra, Assistant Professor (Maternity Nurs-
ing). B.S. Johns Hopkins University. 1973:
M.P.H.. 1976: Dr.P.H.. 1982: (RN)

Shelley, Sonya I., Professor, Center for Research
B.S.. University of Wisconsin, 1958: M.Ed..
University of Maryland. 1971: Ph.D.. 1973

Shubkagel, Betty L., Chairperson, Medical Sur-
gical. Gerontological and Trauma Critical Care
Nursing and Professor (Graduate Program) B.S..
University of Maryland. 1954: M.N.. Emory
University, 1957: Ph.D.. University of Maryland.
1976: (RN)

Simmons, Valerie, Instructor of Nursing (Medical
and Surgical Nursing) B.S.. University of Mary-
land. 1976: M.S.. 1977: (RN)

Smith, Claudia M., Assistant Professor of Nursing
(Community Health Nursing) B.S.. University of
Maryland. 1965; M.P.H.. University of North
Carolina. 1971; (RN)

Smith, Ruth S., Assistant Professor of Nursing
(Medical and Surgical Nursing) A.B.. Asburj
Collese. 1960: M.N.Ed.. Universit) of Pitts-
burgh, 1964; (RN)

Soeken, Karen, Assistant Professor. Center for Re-
search B.A.. Valpariso University. 1965: M.A..
University of Maryland. 1970: Ph.D.

Sphritz, Deborah R., Instructor of Nursing (Med-
ical and Surgical Nursing) B.S.N.. Universit) of
Maryland. M.S.. 1982: (RN)

Spivack, Barbara J., Director of Student Senices
A.B.. Michigan State University. 1965: M.A..
1969

Stilwell. Edna, Assistant Professor of Gerontologi-
cal Nursing (Graduate Program) B.S.N.. Univer-
sity of Maryland. 1962: M.S.. 1972; Ph.D.. Uni-
versity of Maryland. 1981; (RN)

Strasser, Judith, Instructor of Community Health
Nursing (Graduate Program) B.S.. Villanova Uni-
versity. 1970: M.S.. University of Maryland,
1975:' (RN)

Strickland, Ora, Associate Professor Nursing
(Graduate Program) B.S.. North Carolina Agri-
cultural and Technical State University, 1970:
M.S.. Boston University, 1972: Ph.D.. Universit)
of North Carolina at Greensboro. 1977: (RN)

Thomas, Sue, Assistant Professor of Medical and
Surgical Nursing (Graduate Program) B.S.. Uni-
versity of Maryland. 1969: M.S.. 1972: Ph.D..
1979:" (RN)

Ulione, Margaret S., Instructor of Nursing (Fam-
ily Health Nursing) B.S.N. . Columbia University,
1975: M.S.N.. University of Akron. 1981: (RN)

Uphold, Constance R., Instuctor of Nursing
(Family Health Nursing) B.S.N. . Penn State Uni-
versity, 1973: M.S.. 1979; (RN)

Urbaitis, Barbara, Assistant Professor of Physiol-
ogy B.A., Hunter College. 1960: M.A.. 1965;
Ph.D.. Cornell University, 1968

Venn, Mary R., Assistant Professor of Nursing
(Medical and Surgical Nursing) B.S.. University
of Virginia. 1964; M.N.. Emory University.
1968; "(RN)

Vore, Anne L., Instructor of Nursing (Pediatric
Nursing) B.S.. Medical College of Virginia,
1967; M.S.. Ohio State University. 1973: (RN)

Walker, Marcus L., Associate Professor of Medical
and Surgical Nursing (Graduate Program) B.S..
Teachers College. Columbia University. 1957:
M.S.. 1959: M.P.H.. Johns Hopkins University.
1972; Sc.D.. 1976; (RN)

Walleck, Constance, Instructor of Medical-
Surgical Nursing (Graduate Program) B.S.. Uni-
versity of Maryland. 1980: M.S.. 1982: (RN)

Waltz, Carolyn E, Coordinator for Evaluation and
Professor of Nursing (Graduate Program) B.S..
University of Maryland, 1963: M.S.. 1968:
Ph.D.. University of Delaware, 1975: (RN)

Ward, Catherine E., Assistant Professor of Psychi-
atric Nursing (Graduate Program) B.S.. Johns
Hopkins Universit). 1954; M.S.. Boston Univer-
sity, 1962: (RN)

Wilson, Carol E., Instructor of Primary Care
Nursing, (Graduate Program) B.S.N. . University
of Maryland. 1972: M.N.. University of Florida.
1974; (RN)

Wilson, Leslie S., Instructor oj Nursing (Medical-
Surgical Nursing) B.S.N.. Humboldt State Col-
lege. 1973: M.S.. University of Massachusetts.
1977; (RN)

Wimbush, Frances, Instructor of Nursing (Medi-
cal and Surgical Nursing) B.S.N.. University of
Maryland. 1976: M.S.. 1979: (RN)

Winkelstein, Marilyn, Instructor of Nursing (Ma-
ternal and Child Nursing) B.S.. University of
Maryland. 1972: M.S./l979: (RN)

Winyall, Bette R., Assistant Professor of Nursing
(Maternity Nursing) B.S.. Johns Hopkins Univer-
sity. 1952: M.S.. University of Maryland. 1976:
(RN)

Wolfe, Mary L., Assistant Professor. Center for Re-
search A.B.. Western Reserve University. 1949:
M.A.. Bryn Mawr College, 1967; Ph.D.. Uni-
versity of Delaware, 1974

"Pan-lime appointment

Joint appointment with another department

University of Maryland School of Nursing
1982-1983 Academic Calendar

Fall Semester 1982

August 26-27

Thursday-Friday

August 30

Monday

August 31

Tuesday

September 1

Wednesday

September 1

Wednesday

September 6

Monday

September 17

Friday

November 5

Friday

November 1-12

Monday-Friday

November 25-26

Thursday-Friday

November 24

Wednesday

December 3

Friday

December 22

Wednesday

December 23

Thursday

Winter Session 1983

January 3

Monday

January 3

Monday

January 3

Monday

January 14

Friday

January 21

Friday

January 24

Monday

Spring Semester 1983

January 20

Thursday

January 21

Friday

January 21

Friday

January 24

Monday

February 1 1

Friday

March 18

Friday

March 14-20

Monday-Friday

April 22

Friday

April 4-15

Monday-Friday

May 2

Monday

May 6

Friday

May 20

Friday

May 19

Thursday

May 20

Friday

May 20

Friday

May 30

Monday

Summer Session 1983

June 6 (Exact date unknown)

Monday

June 27

Monday

July 15

Friday

July 29 (Exact date unknown)

Friday

August 5

Friday

August 12

Friday

Registration

Orientation (Graduate)

Arena Registration (Graduate)

Orientation (Undergraduate)

Instruction Begins

HOLIDAY- Labor Day

Last Day, Jan. 1983 Diplomas

Program Forms tor Jan. Graduates (Graduate)

Preregistration for Winter and Spring

HOLIDAY— Thanksgiving

Last Day Certification— Thesis (Graduate)

Last Day Thesis Defense— Certification

Non-Thesis (Graduate)

Grades Due (Graduate and Undergraduate)

Semester Ends

Drop-Add Period for Winter (Undergraduate)

Arena Registration (Graduate)

Instruction Begins

HOLIDAY- King's Birthday

Winter Session Ends

Grades Due (Graduate and Undergraduate)

Orientation (Graduate)

Drop- Add Period for Spring (Undergraduate)

Arena Registration (Graduate)

Instruction Begins (Graduate and Undergrad)

Last Day. May 1983 Diplomas

Program Forms for May Graduation (Graduates)

Spring Break (For Students Only)

Last Day Certification — Thesis (Graduate)

Preregistration. Fall 1983

Last Day Thesis Defense— Certification

Non-Thesis (Graduate)

Senior Grades Due (Graduate and Undergrad)

Semester Ends

Convocation— 9:00 A.M.

Commencement— 3:00 P.M.

Grades Due (Undergraduate and Graduate)

HOLIDAY- Memorial Day

Registration (Summer Session)

Last Day. August 1983 Diplomas

Program Forms for Aug. Graduation (Grad)

Classes End— 8 week Summer Session

Last Day. Certification— Thesis (Graduate)

Last Day. Thesis Defense. Certification

(Non-Thesis)

CAMPUS MAP

~7f^

UNIVERSITY & CAMPUS
RELATED BUILDINGS

1. Allied Health Professions
Building, 32 S. Greene St.

2. Baltimore Union, 621 W,
Lombard St.

3. (Walter P.) Carter Center, 630 W.
Fayette St.

4. Community Pediatric Center, 700
W Lombard St.

5. Davidge Hall, 522 W. Lombard St.

6. Dental School. Hayden Harris
Hall, 666 W Baltimore St

7. Dunning Hall. 636 W. Lombard St.
8 East Hall, 520 W. Lombard St.

9. Fremont Building, 73 7 W.
Lombard St.

10. Gray Laboratory, 520 W
Lombard St (rear)

11. Greene Street Building, 29 S
Greene St

12. Health Sciences Computer
Center, 610 W Lombard St.

13. Health Sciences Library, 111 S.
Greene St.

14. Howard Hall, 660 W. Redwood St.

15. Institute of Psychiatry and

Human Behavior, 645 W. Redwood St.

16. Kelly Memorial Building, 650 W.
Lombard St.

17. Law School, Lane Hall, 500 W.
Baltimore St.

18. Legal Services Clinic, 116 N.
Paca St.

19. Lombard Building, 511 W.
Lombard St.

20. Maryland Institute for
Emergency Medical Services
Systems, 22 S. Greene St.

21. Medical School, Frank C.
Bressler Research Building, 655
W Baltimore St,

22. Medical School Teaching Facility,
10 S. Pine St.

23. Medical Technology, 31 S.
Greene St.

24. Mencken House, 1524 Hollins
St., (off campus)

25. Methadone Program, 121 S.
Greene St., (off campus)

26. National Pituitary Agency, 210
W. Fayette St., (off campus)

27. Newman Center, 712 W.
Lombard St.

28. Nilsson House, 826 N. Eutaw
St., (off campus)

29. Nursing School, 655 W.
Lombard St.

30. Parsons Hall, 622 W. Lombard St.
31 Pascault Row, 651-655 W.

Lexington St

32. Pharmacy School, 10 N. Pine St.

33. Poe School, 520 W Fayette St.

34. Pratt Street Garage and Athletic
Facility. 646 W. Pratt St.

35. Redwood Hall, 721 W. Redwood St.

36 Ronald McDonald House, 635
W. Lexington St.

37 Social Work and Administration
Building, 525 W. Redwood St.

38. Social Work and Community
Planning, 525 W. Redwood St.

39 State Medical Examiner's Building,
1 1 1 Penn St.

40. Storage Building, 710 W.
Lombard St.

41 . Temporary Academic Building
(Tempo South), 601 W. Lombard St.

42. Tuerk House, 106 N Greene St.

43. University Blood Donor Center, 22

S. Greene St., 2nd fir. North Hospital

44. University of Maryland Hospital,
22 S. Greene St.

45. University Plaza and Garage,
Redwood and Greene Sts.

46. Westminster Church, 515 W.
Fayette St.

47 Whitehurst Hall, 624 W.
Lombard St.

For Additional Information

University of Maryland School of Nursing

Program Information Office of Dean

School of Nursing, University of Maryland
655 W. Lombard Street, Baltimore, Md. 21201

Undergraduate 528-7503

Graduate 528-6711 or 12

Admissions or registration Office of Admissions and Registrations

University of Maryland at Baltimore
Howard Hall, Room 132
660 W. Redwood Street, Baltimore, Md. 21201

The provisions of this publication are not to be regarded as an irrevocable contract between the student and
the University of Maryland. Changes are effected from time to time in the general regulations and in the
academic requirements. There are established procedures fin- making changes, procedures which protect the
institution 's integrity and the individual student s interest and welfare. A curriculum or graduation
requirement, when altered, is not made retroactive unless the alteration is to the student's advantage and can
be accommodated within the span of years normally required for graduation, mien the actions of a student
are judged by competent authority, using established procedure, to be detrimental to the interests of the
university community, that person may be required to withdraw from the university.

LOUISA PARSONS LEAGUE

Named in honor of the inspiring student of
Florence Nightingale who served as the first
director of the School of Nursing, the Louisa
Parsons League was established in 1981 to
recognize those alumni and friends whose
generous gifts reflect a substantial commit-
ment to the continued development of the
school and the tradition of excellence in
education and service set by our foundress
for the people of the state of Maryland.
Because of Miss Rarsons's success, Miss Night-
ingale honored the programs graduates with
the use of a cap of point d'esprit of her
design. Members of the Louisa Rarsons
League become an integral part of the School
of Nursing and are involved in opportunities
of mutual benefit. In addition, they may elect
to enjoy simultaneous membership and rec-
ognition from the Presidents Club of the
University of Maryland.

Virginia Lee Franklin
Sonya Gershowitz
Grace Elgin Hartley

CONTENTS

The School and Its Environment 5

The School 5

The University of Maryland at Baltimore 10

The City 1 1

Academic Information 13

Registration 13

Records 14

Undergraduate Academic Regulations 15

Graduate Academic Regulations 19

Scholastic Honors for Graduates 22

Student Services

Office of Student Services
Student Organizations
Campus Health Services
Housing
Athletic Facilities

25
25
25
25
25

Financial Information 27

Undergraduate Fees and Expenses,

1984-85 27

Graduate Fees and Expenses, 1984-85 28

Financial Aid 28

Graduate Programs 47

Overview 47

Master of Science Curriculum 49

Doctor of Philosophy Curriculum 52

Admission 53

Graduate Student Organizations 57

Employment Opportunities 57

Graduate Courses 58

Continuing Education Program

Policy Statements

Administration and Faculty 71

University of Maryland 71

University of Maryland at Baltimore 71

School of Nursing 71

Campus Map

Undergraduate Program 31

Overview 31

Admission to the Upper Division 35
The Upper Division Curriculum for

Generic Students 38
The Upper Division Curriculum for

Registered Nurse Students 40
General School Policies Related to

Curriculum 40

Employment Opportunities 41

Eligibility for State Licensure 41

Undergraduate Courses 42

THE SCHOOL AND ITS
ENVIRONMENT

The School

The University of Maryland School of Nursing
prepares highly qualified professional nurses
to meet the public's health care needs as
clinicians, researchers, educators and admin-
istrators. The university awards approximately
350 baccalaureate degrees in nursing and 125
masters degrees in nursing annually, making
its programs the largest in the nation. The
first Ph.D. in nursing was awarded in 1984.

Within the last decade, both the under-
graduate and graduate curricula have been
revised to ensure that they remain responsive
to the changing health care needs of society.
In addition to learning the fundamentals of
nursing, baccalaureate students have in-
creased opportunities for clinical practice,
selecting from among more than 100 clinical
sites in Maryland, the District of Columbia
and northern Virginia. At the nearby Univer-
sity of Maryland Medical System, students see
first-hand the latest advances in such areas as
neonatal care, coronary care, cancer treat-
ment and trauma care.

The School of Nursing has been a leader
in the education of nurse practitioners and
was among the first to develop a masters
program in primary care. The graduate pro-
gram now offers opportunities for specializa-
tion in new areas such as health policy and
trauma/critical care.

One of the most important contributions
the school makes to the community and the
profession is through the expertise of its
faculty. School of Nursing faculty members
hold leadership positions in national profes-
sional organizations, including the American
Nurses Association and the National League
for Nursing, and serve as consultants to
health care agencies, institutions of higher
education and government.

Educational Philosophy

The School of Nursing, an autonomous edu-
cational unit within the University of Mary-
land, derives the broad outlines of its
purpose and functions from the philosophy
and policies of the university. As an integral
part of a university academic health center,
the School of Nursing combines the missions
of the university and the goals of a profes-
sional discipline. The mission of the school is
to provide leadership in nursing through
scholarship, research and evaluation. Identifi-
cation and development of areas of practice
and nursing care delivery systems which
anticipate and are responsive to societal
needs through the development of research
and teaching programs are the primary focus.

The faculty of the School of Nursing is
accountable for implementing the triad of
university functions: teaching, research and
service, and recognizes the interrelationships
among teaching, research and practice in
nursing. Through participation in research
and utilization of valid research findings,
teachers and students contribute to effective
nursing practice. These functions and ac-
tivities are attuned to the ever-changing needs
of society in the global community.

Inherent in the practice of nursing is the
shared belief that man is an integration of
components and processes that cannot exist
independently of each other. Internal and
external environmental influences alter man's
state of health along the continuum of time.
When manipulation of these forces is re-
quired to enhance mans potential for health,
nursing can function to bridge the gap be-
tween potential and actual health states.

The goal of professional nursing is to
assist the individual, the family and the com-
munity in the development of their potential
by helping each to gain, maintain or increase
an optimal level of health. The nurse be-
comes an integral part of the environment of
the client, acting with awareness of selected
factors and interacting in a dynamic way
within that environment. Through a mutual
relationship based on trust, the nurse demon-
strates respect for the clients autonomy, integ-
rity, dignity and feelings, and recognizes
rights and responsibilities. This kind of nurs-
ing is best fostered in a delivery system
which is responsive to the range of internal
and external forces affecting health care,
strengthening the forces which contribute to
higher states of health and diminishing those
which lead to reduced levels of health. The
goal of nursing is achieved through recogni-
tion of specific needs of consumers and the
mobilization and distribution of resources to
meet those needs. The effective operation of
the health care system requires essential
input from both consumers and professional
nurses to achieve desired goals.

Education is an ongoing process which
involves the teacher and the learner in pursu-
ing and sharing knowledge in an organized
setting with planned experiences resulting in
desired behavioral change. Believing in dem-
ocratic principles, the faculty emphasizes its
faith in the individual as a being of inherent
worth and dignity and as having the right and
responsibility to participate in the educative
process to the extent of ones capabilities.
Learning is enhanced in a setting which
encourages analytical evaluations of existing
health practices and open communication
among members of the various health serv-
ices. Under the guidance of the faculty, pur-
poseful behavior is developed and
encouraged in students through the incorpo-
ration of knowledge from the humanities and
the behavioral, biological and physical sci-
ences as well as from current theory and
practice in professional nursing.

The three education programs within the
School of Nursing, undergraduate, graduate
and continuing education, have evolved from
and are in agreement with this philosophy.
Elaboration of this basic philosophy will be
found in sections of this bulletin dealing with
the undergraduate program, the graduate pro-
gram and the continuing education program.

History

The School of Nursing, one of the six profes-
sional schools on the University of Maryland's
Baltimore campus, was established on De-
cember 15, 1889, by Louisa Parsons, a student
of Florence Nightingale and a graduate of St.
Thomas's Hospital School of London, England.
Because of her keen interest in Miss Parsons's
new American school, Miss Nightingale de-
signed the cap which is still worn by gradu-
ates of the program and is known as the
Nightingale cap.

The original curriculum of the University
of Maryland Training School required two
years for completion; it was extended to three
years in 1902. In 1920 the School of Nursing
became a separate unit of the University
Hospital. An optional five-year curriculum was
instituted in 1926, combining two years of
arts and sciences on the College Park campus
and three years at the School of Nursing in
Baltimore. Both a Bachelor of Science degree
and a Diploma in Nursing were awarded
upon completion of the five-year program.
This sequence, as well as the three -year
hospital school, were phased out in 1952
when Dr. Florence M. Gipe became dean of
the new four-year program leading to the
Bachelor of Science degree in nursing.

In 1954 the School of Nursing began to
offer a Master of Science program through
the Graduate School of the University of
Maryland. The University of Maryland School
of Nursing was designated by the Southern
Regional Board as one of six institutions to
offer graduate programs in nursing.

In 1964 the Walter Reed Army Institute of
Nursing was created through a contractual
arrangement between the Department of the
Army and the University of Maryland, thus
extending the teaching facilities of the School
of Nursing to include Walter Reed Army
Medical Center. This and other military and
civilian clinical centers offered the faculty of
the School of Nursing the opportunity to
provide learning experiences for students
subsidized by the United States Army who,
following graduation from the University of
Maryland, served three years in the Army
Nurses Corps.

In the late 1960s the schools continuing
education program expanded to provide in-
creased resources for nurses in Maryland. In
1971 the school initiated a research develop-
ment project through funding from the Divi-
sion of Nursing, National Institutes of Health.
The project was designed to improve patient
care through providing means whereby key
School of Nursing faculty held joint appoint-
ments in the Department of Nursing in the
University of Maryland Hospital. The project
augmented the school's resources for increas-
ing faculty and student research.

A research development grant from the
Division of Nursing, Department of Health,
Education and Welfare awarded to the School
of Nursing from 1970 to 1975 increased
faculty involvement in research and led to the
creation of a Center for Research.

An outreach program for community-
bound nurses in Western Maryland and the
Eastern Shore was initiated in 1975 in order

to enlarge the pool of baccalaureate-prepared
nurses in the state of Maryland. The first
outreach baccalaureate nurse graduated in
June, 1978, and in the fall of 1980, the
masters degree program began classes in
these areas of Maryland.

The graduate school approved a new
masters curriculum in 1976. The revision
allowed the creation of a new Department of
Primary Health Care. In 1978, the specializa-
tion of gerontological nursing was added to
the masters curriculum, and in 1979, a con-
centration in nursing health policy was devel-
oped.

A separate baccalaureate curriculum of
the School of Nursing is open to registered
nurses who wish to pursue further study. In
recent years increased effort has been di-
rected toward elimination of duplication and
extension of opportunity for credit by exam-
ination for this important group of nurses. In
the fall of 1983 the RN to BSN program
relocated to the University of Maryland Bal-
timore County campus as part of the School
of Nursing expansion program.

During the administration of the second
dean of nursing, Dr. Marion I. Murphy, a
proposal for a doctoral progarm in nursing
was approved. In the fall of 1979 the program
began and in May, 1984, the first Doctor of
Philosophy in Nursing degree was awarded.

Nurses Alumni Association

Organized in 1895, the Nurses Alumni Asso-
ciation provided early leadership in the
organization of the Maryland Nurses Associa-
tion and in passage of the Nurses Licensing
Act of 1903. Over the years alumni have
demonstrated not only their strong support of
the school but also awareness of changes
taking place in nursing.

The historic pin, designed by Tiffanys for
the class of 1894, bore the inscription Nurses
Alumni Association until 1970 when, by ac-
tion of the association, the lettering for future
graduates was changed to School of Nursing,
University of Maryland. The Nightingale cap,
bestowed by the school's founder, Louisa Par-
sons, remains the property of the Nurses
Alumni Association. Since 1968, all bac-
calaureate graduates of the School of Nursing
are eligible to purchase the cap.

Accreditation and Membership

The University of Maryland is a member of
the Association of American Colleges and is
accredited by the Middle States Association of
Colleges and Secondary Schools. The under-
graduate and graduate programs of the
School of Nursing are accredited by the
National League for Nursing; the school also

maintains membership in the Council of
Member Agencies of the Department of Bac-
calaureate and Higher Degree Programs of
the National League for Nursing. The bac-
calaureate program is approved by the Mary-
land State Board of Examiners of Nurses. The
school is represented in the Council on
Collegiate Education for Nursing of the South-
ern Regional Education Board by the dean,
associate deans for undergraduate and gradu-
ate studies and the assistant dean for continu-
ing education. The school also is a member
of the American Association of Colleges of
Nursing.

Center for Research

As nursing moves forward in the establish-
ment of its own theoretical base and explores,
its relationship to other human services, re-
search has assumed new dimensions. The
School of Nursing provides introductory
courses in research methods for undergradu-
ate students and more advanced offerings for
masters and doctoral students. The faculty of
the Center for Research, in addition to teach-
ing, are available to assist faculty and graduate
students with research design, sampling pro-
cedures, techniques of measurement, data
collection and analysis, preparation of pro-
posals and reports and grantsmanship The
center has a research reading room with a
collection of 200 books primarily devoted to
aspects of research methods, selected jour-
nals, an extensive file of 600 measurement
instruments relevant to nursing research and
a data analysis laboratory that houses a variety
of mini-calculators and mini-computers for

faculty- and student use. Instruction in utiliza-
tion of hardware in the laboratory is available.
Computer service facilities on both the Bal-
timore and College Park campuses also are
utilized extensively.

School of Nursing faculty and students
participate in national as well as local re-
search consortiums. Research of a multi-
disciplinary nature is increasingly possible as
nursing and other health disciplines have
identified common problems. The center
provides research consultation to clinical
agencies, conducts research days, provides
regularly scheduled seminars and hosts re-
gional research conferences as part of its
faculty development and community service
program. A newsletter, RSVP, is distributed
biannually to 800 schools of nursing and
hospitals throughout the country.

Nursing Media Center

The School of Nursing offers opportunities
for both individual and group learning ac-
tivities in the Nursing Media Center.

Self-Instruction: The rationale for this ap-
proach is that the knowledge and skills
needed by individual nursing students vary at
any given time. Availability of appropriate
materials in self-instructional format provides
for this diversity of needs. As the result of a
special project, a group of faculty and techni-
cians developed and produced a large
number of multimedia self-instructional study
units. In addition, commercially prepared
materials have been purchased as appropriate
to meet students' needs. The environment for
self-study is an Instructional Media Laboratory
with 68 carrels containing a variety of equip-
ment. Undergraduate students may be re-
quired to study specific units as course
requirements and may pursue other self-
instructional materials relevant to their indi-
vidual learning needs. Graduate students uti-
lize the laboratory on a selective basis.

Skills Practice: Undergraduate students who
wish to practice certain nursing skills and
procedures may do so in Skills Laboratories
adjoining the Nursing Media Center. The
laboratories contain typical clinical equip-
ment which enables students to simulate
direct care situations. In addition to faculty
guidance, a skills nurse is available" to assist
students. Both the Instructional Media Labora-
tory and Skills Laboratories are open during
the early morning and some evenings.

Group Instruction: Classroom instruction at
the School of Nursing is supported through a
variety of media services. Sixteen millimeter
projectors, overhead projectors, audio tape
recorders, videotape recorders and other
equipment are available for use in classes or
seminars.

A library of film and other media cata-
logs is maintained to help faculty locate
desired films, tapes and other resources.
Materials for and assistance in the production
of slides and overhead projector transparen-
cies are available to faculty members who
wish to make use of those techniques as well
as to students on a cost recovery basis. The
school also has a closed circuit television
studio where live or taped programs can be
produced and transmitted. A portable video-
tape system and production assistance are
available for faculty and students who wish to
videotape projects on their own. The Univer-
sity of Maryland Medical System Media Center

on the eleventh floor, as well as other campus
media centers, are also open to students.

Consultation: Consultation on the use and
production of audiovisual materials is pro-
vided by Nursing Media Center faculty and
staff. This consultation not only entails class-
room applications of media, but grant pro-
posal, research, outside presentations and all
other applications as well.

The University of Maryland at
Baltimore

The School of Nursing is part of one of the
country's first centers for professional educa-
tion. Located on 36 acres in downtown Bal-
timore, the university's professional schools
campus began in 1807 with the founding of
the School of Medicine. The School of Nurs-
ing now shares the campus with the Schools
of Medicine, Dentistry, Pharmacy, Law, Social
Work and Community Planning, the Graduate
School and the University of Maryland Medi-
cal System. The medical system complex,
which includes a 785-bed hospital, cancer
center and shock trauma center, is a primary
training site for many students in the profes-
sional schools as well as a comprehensive
health care facility for the community and the
state.

Opportunities abound for faculty and
students to join with other human service
professionals in interdisciplinary study, infor-
mal exchange of ideas and interprofessional
clinical practice and research. The Baltimore
campus is located in the midst of one of the
greatest concentrations of health care institu-
tions, research facilities, government agencies
and professional associations in the nation —
offering students a wide selection of clinical
field experiences.

The Health Sciences Library

The Health Sciences Library of the University
of Maryland at Baltimore serves the Dental
School, the Schools of Medicine, Nursing,
Pharmacy, Social Work and Community Plan-
ning, the University of Maryland Medical
System, the Graduate School and other affili-
ated institutions. Currently the library has
over 240,000 volumes and over 3,100 peri-
odical subscriptions. The collection size ranks
the library among the 15 largest health sci-
ences libraries in the United States.

To enhance services the library has com-
puterized many of its operations, including
circulation and cataloging. The online catalog,
which offers more searching options than the
card catalog, can be accessed via library
terminals, on-campus terminals linked to the
computer center and home or office termi-
nals with dial-up capabilities. The Health
Sciences Library also provides Computerized
Reference and Bibliographic Services
(CRABS) an automated literature retrieval sys-
tem for journal articles which includes
MEDLINE, PSYCHINFO, ERIC and TOXLINE as
well as 30 other information data bases.

The library is open 8 a.m. to 10 p.m.
(Monday-Friday) 9 a.m. to 5 p.m. (Saturday)
and 12 noon to 8 p.m. (Sunday). Special
holiday and summer hours are posted. Bor-
rowers must show a UMAB ID badge vali-
dated for the current year.

Computer Center

Computers located on both the UMAB and
College Park campuses are available to en-
rolled students on the UMAB campus through
the facilities of the Instructional and Research
Computing Unit. The system has capabilities
to use Basic, Fortran, Pascal and PL-1 lan-
guages; and to program statistical analysis
packages SPSS, SAS and BMDP To gain access
to this unit, a student must open an account
with the computer center. Credit and non-
credit courses on programming and com-
puter applications are offered to help
students use the center to full advantage.

The City

Baltimore is the largest city in Maryland, the
ninth most populous in the nation and the
site of the country's fourth largest foreign-
commerce seaport. The Baltimore region has
much to offer, from the sophistication and
culture of a large, metropolitan city to the
beauty and leisure of the waterfront and rural
areas that surround it. Less than an hour's
drive away is Washington, D.C., with its many
attractions.

Having been an important city in our
nations history, Baltimore maintains a strong
feeling for the past, typified by the many
charming neighborhoods of restored houses
and an abundance of historic buildings. In
the last decade the downtown area has un-
dergone a dramatic revitalization. Several
blocks from campus is the nationally ac-
claimed Inner Harbor area, where Har-
borplace, a complex of businesses, shops and
restaurants, shares the harbor with sloops,
renovated federal-style townhouses and the
architecturally striking National Aquarium.
The new Baltimore Metro, the first leg of an
anticipated city-wide subway system, connects
the downtown area to the outskirts of the city.

Baltimore's cultural offerings will please
the most discriminating tastes. An excellent
symphony orchestra performs in a spec-
tacular new symphony hall, opened in 1982
as the centerpiece of the Arts District. The
district also features a renovated Lyric Opera
House and the Maryland Institute College of
Art. The city boasts many fine museums,
libraries and professional theater groups.

For the sports fan, Baltimore has the
Orioles as well as excellent lacrosse, indoor
soccer, ice hockey and horse racing. Nearby
the Chesapeake Bay awaits, offering un-
paralleled water sports and the seafood for
which the region is famous.

ACADEMIC INFORMATION

Registration

Registration is conducted by the UMAB Divi-
sion of Admissions and Registrations. Students
receive instructions concerning dates and reg-
istration procedures. The initial registration at
the School of Nursing must be done in
person. Returning students may preregister
for subsequent semesters through the School
of Nursings Office of Admissions and Aca-
demic Progressions and pay their bill by mail.
After classes begin, students who wish to
terminate their registration must follow with-
drawal procedures and are liable for charges
applicable at the time of withdrawal.

Students who fail to register during offi-
cial registration periods must utilize late regi-
stration dates published by the Division of
Admissions and Registrations and pay a late
fee of $25 together with a $10 fee for each
program change. Students must obtain appro-
priate approvals to late register. Registration is
completed with the payment of the required
fees. Privileges of the university are available
only after registration has been completed.

All students must receive health clear-
ance from Campus Health Services in order
to begin their respective programs and re-
main in clinical courses. This includes pass-
ing the physical examination at a satisfactory
level. At any time during the program stu-
dents may be required to return to Campus
Health for further physical or psychological
evaluation. Failure to comply with this policy
may result in dismissal from the school.

The Office of Admissions and Academic
Progressions determines the plan of study for
undergraduate students. Faculty academic ad-
visors guide graduate students in their plans
of study.

Each matriculated graduate student in the
School of Nursing must obtain official ap-
proval from an advisor for all courses in
which enrollment is sought outside the
School of Nursing. Credit is granted only if
such courses have had prior approval and are
successfully completed. Students must file a
list of these courses with the registrar on a

registration card signed by the advisor. Regis-
tration at one University of Maryland campus
permits a student to register for courses
(space available) offered by another campus
within the University of Maryland system.
Graduate students are not permitted to enroll
for courses on a pass/fail basis.

Students admitted to the Graduate
School pay tuition and fees whether or not
the credit will be used to satisfy program
requirements. Graduate credit will not be
given unless the student has been admitted to
the Graduate School. The admission of a new
student is validated when the student regis-
ters for and completes at least one course
during the semester for which entrance was
authorized.

Graduate students are expected to par-
ticipate in a program of graduate study every
semester after entry into an M.S. or Ph.D.
program. To maintain full-time status graduate
students must register for 48 units each
semester (full-time graduate assistants, 24
units). To maintain part-time status graduate
students must register for at least one credit
each semester. Any graduate student making
any demand upon the academic or support
services of the university — whether taking
regular lecture, seminar or independent
study courses, using university libraries, labo-
ratories, computer facilities, office space, con-
sulting with faculty advisors or taking
comprehensive or final oral examinations —
must register for the number of graduate
credits which, in the judgment of the faculty
and advisor, accurately reflect the students
involvement in graduate study and use of
university resources.

Exceptions to this policy may be granted
by the dean of the Graduate School upon
written request of the program director.
Failure to register for one credit will result in
students being dropped from the rolls of the
Graduate School.

Graduate Unit System

In order to accurately reflect the involvement
of graduate students in their programs of
study and research, and the use of university
resources in those programs, the graduate
councils use the graduate unit system in
making calculations to determine full- or
part-time graduate student status, in the ad-
ministration of minimum registration require-
ments described below, and in responding to
student requests for certification of full-time
status. The number of graduate units per
semester credit hour is calculated in the
following manner:

Courses in the 001-399 series carry 2 units/

credit hour.
Courses in the 400-499 series carry 4 units/

credit hour.
Courses in the 500-599 series carry 5 units/

credit hour.
Courses in the 600-798 and 800-898 series

carry 6 units/credit hour.
Masters thesis research (799) carries 12 units/

credit hour.
Doctoral dissertation research (899) carries

18 units/credit hour.

To be certified a full-time student, a
graduate student must be officially registered
for a combination of courses equivalent to 48
units per semester. A graduate assistant hold-
ing a regular appointment is a full-time
student if registered for 24 units in addition
to the service appointment.

Determination of In-State Status

An initial determination of in-state status for
admission, tuition and charge-differential pur-
poses will be made by the university at the
time a students application for admission is
under consideration. The determination made
at that time, and any determination made
thereafter, shall prevail in each semester until
the determination is successfully challenged.
Students classified as in-state for admis-
sion, tuition and charge-differential purposes
are responsible for notifying the Division of
Admissions and Registrations, in writing,
within 15 days of any change in their circum-
stances which might in any way affect their
classification at UMAB.

The determination of in-state status for
admission, tuition and charge-differential pur-
poses is the responsibility of the Division of
Admissions and Registrations. Copies of the
university's policy are available in the admis-
sions office and in the dean's office.

Records

Disclosure of Student Information

In accordance with "The Family Education
Rights and Privacy Act of 1974" (PL93-380)
popularly referred to as the "Buckley Amend-
ment," privacy of student records is assured.
Specifically, the act provides for the student's
access to educational records maintained by
the school, challenge to content of the rec-
ords and control of disclosure of the records.
A full policy statement may be found in the
current UMAB Student Handbook.

Transcripts

Division of Admissions and Registrations

University of Maryland

621 West Lombard Street

Baltimore, Maryland 21201

Review of Records

All records, including academic records from
other institutions, become part of the official
file and can neither be returned nor dupli-
cated. Provisions are made for students to
review their records if they desire. A request
to review one's record should be made a
week in advance through the Office of Admis-
sions and Progressions.

Undergraduate Academic
Regulations

Degree Requirements for the
Baccalaureate Program

It is the responsibility of faculty of the school
to establish and publish degree require-
ments. Responsibility for knowing and suc-
cessfully meeting these requirements rests
with the student. Requirements are set forth
in this catalogue and updated annually in the
Academic Handbook given to enrolled stu-
dents at the beginning of each academic year.
Current requirements are as follows:

1. Certain lower division coursework is re-
quired for admission to the junior year of
the undergraduate program in nursing.
Official transcripts of this coursework must
be submitted to the Director of Admis-
sions and Registrations by the published
deadline date.

2. A minimum of 120 credits (122 for
generic students and 121 for R.N. stu-
dents) in certain coursework is required.
The lower division courses required for
admission to the junior year and the
required courses of the upper division
major in nursing completed at the Univer-
sity of Maryland comprise the required
credits. At least the senior year must be
completed at the University of Maryland.
This does not negate outreac"h students
from completing their courses at outreach
sites.

3. Upper division major in nursing; required
courses appear elsewhere in the catalogue.

4. A minimum grade point average of 2.0 is
expected each semester of the junior and
senior years, as well as a cumulative grade
point average of 2.0 for graduation.

5. A grade of C or better is required in both
the didactic and clinical portions of Nurs-
ing Concepts courses, NURS 314, 315, 324,
325, 326, 334 and 335. Also a C or better is
required in NURS 311, 312, 313 and 333,
and failure to obtain this grade prohibits
students from moving to the next level
concepts course. In sequential courses

such as NURS 311, 312, 314, 315, 324, 325,
334 and 335 a C must be earned in the
initial course before registering for the
next one. If a D or F is received in these
courses, the course must be repeated, with
permission of the Director of Admissions
and Academic Progressions, and a C grade
or higher earned the next time it is
offered.
6. A diploma application must be filed with
the Director of Admissions and Registra-
tions, University of Maryland at Baltimore,
before the stated deadline in order to
receive the degree.

Grading System

The following grades are used to report the
quality of upper division coursework on
grade reports and transcripts:

GRADE

QUALITY

GRADE
POINTS

Excellent

Good

Satisfactory

Minimal passing

(but not ac-
ceptable in cer-
tain courses)

Failure

—

Incomplete

—

Passing at C level or

above

—

Withdrew from all
courses and the uni-

versity

—

Audit

—

No grade submitted by

faculty

NOTE: Only grades of A, B, C, D and F are
computed in the grade point average on the

grade reports published and maintained by
the Division of Admissions and Registrations.

A grade of P is given only for specified
courses that are graded Pass/Fail when per-
formance is at a C level or above.

A grade of D or F is unsatisfactory for
Nursing Concepts courses and the courses
titled Pathophysiological Concepts and
Clinical Implications, Pharmacologic Agents
and Clinical Applications, Introduction to
Nursing Process and Client Assessment. These
courses require a C grade or higher for the
fulfillment of degree requirements. A grade
of I is given at the discretion of the instructor
only when extenuating circumstances beyond
the students control prevent the completion
of a minor portion of work in a course.
Students receiving a grade of I are responsi-
ble for arranging with the instructor the
exact work required to remove the in-
complete. If an I grade is not removed by the
end of the following semester, the grade
automatically converts to F except with Nurs-
ing Concepts courses, for which the time of
completion is determined by the instructor.
Any I grade may preclude normal progres-
sion in the program as determined by Under-
graduate Program Committee policies.

Computation of Grade Point Average for a
Semester: Grade points are given for the
courses attempted in a given semester in the
upper division major and multiplied by the
number of credits attempted. The sum of the
grade points, divided by the total credits for
the courses, equals the grade point average.
Computation of the Cumulative Grade Point
Average: The total grade points for all courses
(including upper division cousework, chal-
lenge examination grades for the R.N. and
courses accepted for admission) are added
and calculated as above. Only the most recent
attempt of a repeated course will be calcu-
lated into the grade point average.

Withdrawal Policy

A student may withdraw from the School of
Nursing at any time. A "WD" will be recorded
on the transcript. If the student withdraws
after the beginning of the eighth week, a

summary statement is placed in the students
record with a form noting whether the stu-
dent was passing or failing. Students who
withdraw from the school after the twelfth
week of the semester who are failing will
receive the grade they have earned on their
transcript, not a "WD."

Dropping a Course

Students are not permitted to drop courses.
Exceptions to this rule may be made by the
Director of Admissions and Academic Pro-
gressions when extenuating circumstances
warrant it. Dropped courses are not recorded
on the transcript.

Students who fail or drop a Nursing
Concepts course and maintain enrollment in
nonclinical nursing courses are eligible to
retake the concepts course the next time
there is space available. The Director of
Admissions and Academic Progressions deter-
mines which nonclinical courses a student
can take while waiting to retake concepts
courses.

Students repeating a concepts course as
a result of a failure or drop may not take
additional nonclinical courses at the time of
the repeat without permission of the Director
of Admissions and Academic Progressions.

Progression and Reinstatement

It is the students responsibility to monitor his
or her academic progression toward the com-
pletion of degree requirements, as well as to
maintain good academic standing. Students
receive from faculty a mid-semester warning
if in jeopardy of failing a course. At the end
of each semester, students receive from the
Director of Admissions and Registrations
grade reports on coursework completed.
These reports of official grades (and their
entry on the official transcript) and the
grades for courses accepted for admission are
used by faculty to certify academic standing

and to determine honors, academic warning
and dismissal and the completion of degree
requirements.

The Undergraduate Program Committee
meets regularly to establish and implement
policies on progression and, through the
Office of the Director of Admissions and
Academic Progressions, formally notifies stu-
dents in poor academic standing who are
placed on academic warning or are academ-
ically dismissed. Students are notified in writ-
ing when they are removed from academic
warning.

Academic Standing and
Reinstatement

Good Academic Standing is defined as satis-
factory academic progress of a registered
degree candidate in coursework and toward
degree requirements.

Poor Academic Standing is defined as aca-
demic performance that is temporarily below
the expected level of achievement in a profes-
sional nursing course(s). However, such stu-
dents are making progress toward the degree.
Such students are normally placed on aca-
demic warning and may be subject to aca-
demic dismissal.

Academic Warning is written notice to a
student in poor academic standing from the
Undergraduate Program Committee, the Di-
rector of Admissions and Academic Progres-
sions or the Associate Dean for the
Undergraduate Program. In the written notifi-
cation of academic warning and unsatisfactory
academic achievement, the student will be
informed of the length of the warning and
any specific conditions that must be satisfied
to be removed from warning. Specific condi-
tions warranting academic warning include:

1. A D or F in a nursing course

2. A cumulative grade point average of 1.960
to 1.999

3. A grade point average of less then 2.0 for
any given semester

4. Academic dishonesty

5. An academic record reflecting other un-
satisfactory progress in meeting degree
requirements

Academic Dismissal is dismissal from the
undergraduate program by the Undergraduate
Program Committee, Director of Admissions
and Academic Progressions or Associate Dean
for the Undergraduate Program for continued
evidence of unsatisfactory progress toward
meeting course or degree requirements as
usually evidenced by repeated courses or
academic warnings as specified below:

1. Two D or F grades earned in Nursing
Concepts courses

2. A cumulative grade point average of 1.959
or lower

3. Being placed on academic warning more
than twice

4. Academic dishonesty

5. An academic record reflecting other un-
satisfactory progress in meeting degree
requirements

6. Failure to complete the required junior
year courses satisfactorily in two academic
years of continuous enrollment

Dismissal of Delinquent Students

The school reserves the right to request the
withdrawal of students who do not maintain
the required standing of scholarship, or
whose continuance in the school would be
detrimental to their health, or to the health of
others, or whose conduct is not satisfactory to
the authorities of the school. It is a general
expectation that students will abide by rules
and regulations established by the university.
Violation of university regulations may result
in disciplinary measures being imposed.

Withdrawal from the School: A student who
withdraws from the school at any time must:

1. Write a brief letter to the Director of
Admissions and Academic Progressions ex-
plaining the reason for withdrawal;

2. Secure a withdrawal form with appropriate
signatures from the Director of Admissions
and Academic Progressions;

3. Submit the signed withdrawal form to the
Division of Admissions and Registrations

The staff of the Office of Admissions and
Academic Progressions will notify the instruc-
tors of the withdrawal. The date used in
computing refunds is the date the application
for withdrawal is filed with the registrar,
Division of Admissions and Registrations.

Reinstatement is granted through the Under-
graduate Program Committee to students who
withdrew in good academic standing, who
were academically dismissed, or who with-
drew in poor academic standing. Such written
requests are made to the Director of Admis-
sions and Academic Progressions. Although
such requests are considered individually,
these guidelines are followed:

1. General admission policies of the univer-
sity and the school prevail (e.g., space
available, university rules and regulations).

2. Students may be reinstated only once.

3. A current physical examination by the
Campus Health Services is required, indi-
cating that the student's health status is
acceptable.

4. The students academic record and aca-
demic standing upon dismissal are con-
sidered.

5. Academic requirements for reinstatement
will be specified and will include, if appro-
priate, a mastery examination in mathemat-
ics.

6. The students potential for successful com-
pletion of the program is evaluated.

7. Appropriate malpractice insurance is re-
quired at the time of reinstatement.

Deadlines for requesting reinstatement
are: first Monday of November for winter
session and spring semester, first Monday of
April for summer and fall semesters.

Notification of the decision as to re-
instatement may be delayed until information
on space constraints is available.

Plagiarism, Cheating and Other
Academic Irregularities

In cases involving charges of academic irreg-
ularities or dishonesty in an examination,
classwork or course requirements by a stu-
dent, a faculty member or another student
shall report to the appropriate chairperson
any information received and the facts within
his or her knowledge. Examples of academic
irregularities or dishonesty include acts such
as plagiarism, cheating, misrepresenting
someone else's work as one's own work,
falsification of credentials, revealing contents
of an examination to anyone who has not yet
taken the exam, failure to report infractions

and any other academic-related behaviors that
are disrespectful of the rights of individuals,
the policies of the School of Nursing and the
university or the professional standards of
conduct.

After having considered evidence submit-
ted by student and faculty, if the chairperson
determines that an infraction has occurred,
he or she shall determine the appropriate
disciplinary action. A student who is dissatis-
fied with the decision may appeal to the
Associate Dean for Undergraduate Studies
and, if necessary, to the Dean, School of
Nursing.

Possible penalities for violations of this
policy include: being placed on academic
warning, receiving a failing grade for the
course, suspension, expulsion.

Graduate Academic Regulations
Degree Requirements

Requirements for graduation from the mas-
ters degree program include: completion of
the planned program within a five-year pe-
riod, achieving a cumulative grade point aver-
age of B or 30 and completion of a
minimum of one year of full-time study or its
equivalent. Requirements for graduation from
the doctoral program include: completion of
the planned program within a nine-year pe-
riod (a maximum of five years between
matriculation and admission to candidacy and
a maximum of four years following admission
to candidacy); admission to candidacy for the
doctoral degree; achieving a cumulative GPA
of at least 30; successful completion of pre-
liminary, comprehensive and final oral exam-
inations; completion of a satisfactory
dissertation; and completion of a minimum of
two consecutive semesters of full-time study.

The student must be registered for at
least one credit in the semester in which she/
he wishes to graduate.

Application for the diploma must be
filed with the registrar within the first three
weeks of the semester in which the candidate

expects to obtain a degree except during the
summer session. During the summer session,
the application must be filed in the office of
the registrar during the first week of classes.
A student who does not graduate at the
end of the semester in which he or she
applies for the diploma must reapply for it in
the semester in which he or she expects to
graduate.

Plan of Study

Upon admission to the graduate program
each student is assigned an academic advisor
from the area of concentration. The masters
students are also assigned an advisor in the
second track area. Nondegree students are
assigned advisors in their area of interest. The
advisor assignments are subject to change as
additional interests of the student are deter-
mined or upon request of the advisor or
advisee. The advisor is available for academic
counseling and guides the student in a plan
of study determination of research interests
and selection of thesis/dissertation chairman
or readers for the seminar papers (for mas-
ters students).

All graduate students must complete a
Plan of Study form, which outlines the stu-
dents expected progression through the de-
gree requirements. One copy of this Plan of
Study must be filed with the Graduate School
by the beginning of the second semester of
study for masters or third semester of study
for doctoral students. A second copy of the
Plan of Study remains in the students nursing
program file. Any major alteration of the plan
necessitates filing an amended plan. It is
suggested that students retain a copy of this
plan for their own files.

The entire course of study constitutes a
unified program approved by the student's
major advisor and by the Graduate School.
Faculty in each department provide indi-
vidualized guidance in the selection of
courses based upon guidelines and policies
approved by the nursing program and the
Graduate School. Considerable flexibility is
possible within a student's area of interest
and specific career goals.

Statute of Limitations

Starting on the first day of matriculation (or
with the first transfer course) a maximum five
years is allowed for the completion of mas-
ter's degree requirements. This applies to
part-time and full-time students. Doctoral stu-
dents must be admitted to candidacy for the
doctoral degree within five years after admis-
sion to the doctoral program and at least one
academic year before the date on which the
degree is to be conferred. The student must
complete all program requirements within
four years following admission to candidacy.

Scholastic Requirements

It is the responsibility of each student to
remain informed of and adhere to all Gradu-
ate School, nursing program and university
regulations and requirements. Additional pol-
icies and procedures are found in the Gradu-
ate School catalogue, the Nursing Program
Faculty Advisor/Student Handbook and in
Important Dates for Advisors and Students,
issued each year by the Graduate School.

The Graduate School requires that all
students achieve a B or 30 cumulative GPA by
the end of the third semester of study. No
grade below a C is acceptable toward the
graduate degree. The master's degree nursing
program requires that a student receive a B
or higher in the core and required nursing
courses in her/his area of concentration. Any
course with a grade below B in the area of
concentration must be repeated.

Since graduate students must maintain an
overall B average, every credit hour of C in
coursework must be balanced by a credit
hour of A. A course in which a grade of less

than B is received may be repeated. The
grade on the repeated course, whether it is
higher or lower than the original grade,
replaces the original grade. Courses in the
degree program which are completed with a
D or F must be repeated. Grades earned for
thesis or dissertation research and grades
earned from courses which are transferred
for degree credit from other schools and/or
previous study are also not included in the
computation of the GPA.

Transfer Credits

A maximum of six credits of acceptable
graduate level coursework may be applied
toward the master's degree as transfer credits
from another school or from the coursework
only status. In the doctoral program, transfer
credits are individually assessed to determine
relevance to the student's program of study; a
variable number of credits is permissible.
Permission must be given by the major ad-
visor and the Graduate School before any
credits are transferred. In order to be eligible
for transfer, the transfer course must have
been taken within the statute of limitations
for the degree and may not have been used
to satisfy requirements for any other degree
or admission into the graduate program.
Transfer credits are not calculated in the final
grade point average.

Credit by Examination

A graduate student may receive credit by
examination only for a course for which
she/he is otherwise eligible to receive gradu-
ate degree credit. In the master's program a
maximum of six (nine in Primary Care)
credits is possible through credit by examina-
tion. A graduate student seeking to utilize this
option must obtain the consent of the advisor
and of the instructor currently responsible
for the course. The Graduate School main-
tains a list of courses for which examinations
are available or will be prepared. A fee is

paid upon application for the examination
and is not refundable regardless of whether
or not the student completes the examina-
tion. The grade received for a course ac-
cepted through credit by examination is
computed in the grade point average.

Withdrawal from a Course

A withdrawal is noted on the students tran-
script by a WD. In cases of excessive absences
from courses, an F is given unless the student
officially withdraws from a course. The se-
mester credits for the F grade are computed
in the grade point average.

Temporary and Final Grades

Temporary Grade of "Incomplete" may be
given, on occasion, to graduate students un-
able to complete all the requirements of a
course in the semester in which it is taken.
An "Incomplete" grade must be changed to a
final letter grade (A, B, C, D, F) within one
full academic year of the time at which the
course ended. Failure to report a final letter
grade within this one-year time period will
automatically result in the student being
awarded a grade of F.

In calculating the GPA, I = 0; therefore, a
grade of I constitutes a penalty until the I
grade is removed. A course with an in-
complete grade should not be repeated. Stu-
dents with provisional admission or on
academic probation may not register for addi-
tional coursework until the I grade is re-
moved. These policies do not apply to 799 or
899 research grades, which should be re-
moved when the applicable research has
been certified by the appropriate oral exam-
ination committee.

Temporary Grade of "No Mark" may be
given, on occasion, when faculty members
are unable to complete the grading process
within the semester in which the course is
given even though the student has completed
all requirements. A grade of NM must be
changed to a letter grade (A, B, C, D, F) by
the beginning of the next semester after the
course was given.

Academic Progress — Unsatisfactory
Achievement

At the end of each semester, the record of
every student is reviewed by the Master's
Degree or Doctoral Program Committee. A
students registration in the graduate program
may be discontinued at any time if work or
progress is deemed unsatisfactory.

Provisional Admission: Any student admitted
provisionally will be granted unconditional
status when the provision(s) have been satis-
fied. The Graduate School will be responsible
for notifying the department if a student fails
to meet the provisions of admission. The
Graduate School will dismiss those provi-
sional students who fail to meet the provi-
sions.

Academic Jeopardy — Unconditional Admis-
sion: Unconditionally admitted full-time stu-
dents who have not maintained a B average
during the first semester (9 credits) are to be
placed on probation and will be dismissed if
B minimum grades in every course (9 cred-
its) are not achieved during the next se-
mester. Unconditionally admitted part-time
students who have not maintained a B aver-
age for the first 12 credits are to be placed
on probation and must achieve B minimum
grades in every course during the next 12
credit hours or they too will be dismissed. If
the semesters grade point average is below
2.75 the student will be requested to with-
draw.

Academic Progress at the End of the Third
Semester: A cumulative GPA of 30 must be
attained by all graduate students (M.S. and
Ph.D. students) by the end of the third
semester and thereafter. Failure to achieve
and maintain the 30 average will result in
dismissal from the program. In addition, a

satisfactory level of research performance as
determined by the research advisor and Re-
search Committee must be maintained or a
dismissal from the program could result.

Failure of Comprehensive Examinations in
Master's Degree Program: A master's student
who fails one or more questions on the
comprehensive examination may schedule a
retake examination. If a student should have a
second failure of an examination question(s)
additional coursework will be required as
recommended by the student's advisor.
Failure on the second retake will result in
dismissal of the student.

Additional Doctoral Program Requirements:

A student will be asked to withdraw from the
doctoral program upon recommendation of
the Doctoral Program Committee if any of the
following events occur.

a. Failure to maintain a cumulative GPA of 30
(as specified above)

b. Failure on preliminary examination at sec-
ond attempt

c. Failure on comprehensive examination at
second attempt

d. Failure to be admitted to candidacy within
five years of admission into the program

e. Failure to complete degree requirements
within four years following admission to
candidacy

f Failure to demonstrate a satisfactory level of
research performance as determined by the
research advisor and Dissertation Advisory
Committee

g. Failure to maintain continuous registration

Withdrawal, Suspension, Dismissal

A "Graduate School Program Withdrawal
Form" must be completed and submitted
when a student officially withdraws from the
graduate program. An application for with-
drawal bearing the proper signatures must
be filed in the office of the registrar. If a
student leaves the university prior to the
conclusion of a semester or session, the date
used in computing a refund is the date the
application for withdrawal is filed in the
registrars office. A student who withdraws
during a semester and does not file an

application for withdrawal with the registrar
will receive marks of failure in all courses
and will forfeit the right to any refund.

The faculty advisor and graduate student
share the responsibility for the student's pro-
gress. Students are expected to comply with
rules and procedures of the Graduate School
as well as with specific requirements estab-
lished by individual departments. In fulfilling
this responsibility the student should seek the
advice of a faculty advisor, department chair-
person and/or the administrative officers of
the School of Nursing and the staff of the
dean for graduate studies.

Procedures are established to protect the
institution's integrity and the individual stu-
dent's interests and welfare. The University of
Maryland, through its various faculties and
appropriate committees, reserves the discre-
tionary right to suspend any student from the
university for failure to maintain a satisfactory
academic record, acceptable personal behav-
ior, accepted standards of practice in a clinical
agency or satisfactory standard of health.

When the actions of a student are judged
by competent authority using established pro-
cedure to be detrimental to the interests of
the university community, that person may be
required to withdraw from the university.

Scholastic Honors for Graduates

Honor Societies

National Honor Society of Nursing: Sigma
Theta Tau, founded in 1922, is the national
honor society of nursing; Pi chapter was
established at the University of Maryland in
1959. The purposes of Sigma Theta Tau are to
recognize superior scholarship achievement,
encourage and support research activities and
strengthen commitment to the ideas and
purposes of the nursing profession.

Candidates for membership are selected
from the graduating senior students in the
generic and registered nurse programs and
the graduate programs as well as from the
nursing community. Selection is based on
scholastic achievement, leadership qualities,
creativity, professional standards and commit-
ment.

A scholarship is offered by Pi chapter to
a nursing student each year. Eligibility re-
quirements are similar to those established
for membership. Applications may be ob-
tained from the counselor of Pi chapter.
Who's Who among Students in American
Universities and Colleges: Membership in this
organization is open to juniors, seniors and
graduate students in the School of Nursing.
Both students and faculty participate in the
nomination and selection of members on the
basis of the following criteria: scholarship
ability, participation and leadership in aca-
demic and extracurricular activities, cit-
izenship and service to the school and
potential for future achievement.

Phi Kappa Phi: Phi Kappa Phi is a national
honor society which was established at the
University of Maryland in 1920. Its objective is
to foster and recognize outstanding schol-
arship, character and social usefulness in
students from all areas of instruction. Candi-
dates for membership are selected from the
basic baccalaureate, registered nurse and
graduate programs in nursing.

Special Awards for Baccalaureate
Graduates

The Edwin and LM. Zimmerman Award is

given by the Trustees of the Endowment Fund
for the University of Maryland School of
Nursing to the member of the graduating
class who consistently demonstrates a high
level of professional nursing practice in car-
ing for patients.

The Frances Arnold Memorial Award is

given by the Women's Auxiliary to the mem-
ber of the graduating class who has shown
the most interest, enthusiasm and proficiency
in neurosurgical nursing.

The Award for Excellence in Neurological
Nursing is given by the Department of Neu-
rology in the School of Medicine to the
member of the graduating class who excels in
neurological nursing.

The Flora Hoffman Tarum Memorial Award

is given from the Endowment Fund to a
member of the graduating class for lead-
ership, loyalty and school spirit.

The Elizabeth Collins Lee Award is given
from the Endowment Fund to the student
having the second highest average in schol-
arship.

The University of Maryland Alumni Asso-
ciation Award is given to the graduate with
the highest average in scholarship.

The Nurses Alumni Association Award for

Leadership in a Campus Organization is given
to one member of the graduation class.

The R.N. Faculty Award is given by the R.N.
faculty to one R.N. graduating student who is
outstanding in professional leadership.

Other Awards

School of Nursing students are eligible for
several types of awards upon completion of
the undergraduate or graduate program. The
awards, which are presented at an academic
convocation, have been donated by the
Nurses Alumni Association or other groups or
individuals who wish to recognize outstand-
ing individuals in the student body. Annually
a Research Award is presented to a master's
student in recognition of excellence in re-
search, and an award is presented to the
outstanding masters student in each area of
concentration.

STUDENT SERVICES

Office of Student Services

The Office of Student Services is responsible
for providing activities and services which
assist students with personal and academic
adjustment to the School of Nursing. Among
the activities coordinated by the office are
student orientation, Parents Day, Student Gov-
ernment Association, a peer tutorial program
for minority students, a writing class, test
taking and study skills classes and Honors
Convocation. Additionally, counselors are
available to assist students who request coun-
seling for personal difficulties.

Student Organizations

Several student organizations are active in the
School of Nursing. Those organizations which
function at the undergraduate level are as
follows:

Student Government Association

Black Student Nurse Association

Junior Class

Senior Class

"Pledge" Yearbook

Maryland Student Nurse Association
Graduate students are represented by the
Graduates in Nursing Association, which is
affiliated with the UMAB Graduate Student
Association.

Campus Health Services

Health insurance is required of all full-time
nursing students (nine or more semester
hours) through either the university plan or
self-procured equivalent coverage. Students
with equivalent coverage must provide proof
of such membership at registration and ob-
tain an insurance waiver form.

The school provides medical care for its
students through the Campus Health Services,
located on the first floor of Howard Hall, 660
West Redwood Street. Emergency service is
available, at night and on weekends, by
calling 528-6790 and talking directly to the
medical admitting officer. Emergency room
care will be covered only if the problem is
life-threatening and immediate or if the stu-
dent is referred by the medical admitting

officer. The office is staffed by a physician
director and seven physicians in internal
medicine, psychiatry and gynecology; a psy-
chologist; three nurse practitioners and two
registered nurses.

A required student health fee makes
these services available and covers the phys-
ical examination required of all nursing stu-
dents.

Housing

The University of Maryland at Baltimore is
predominantly a commuter campus. Most
students locate housing in Baltimore or com-
mute from their homes elsewhere in the
state. Two types of on-campus housing are
available on a limited basis. Dormitory-style
living is available for men and women in the
Baltimore Student Union. Fully furnished effi-
ciency and one- and two-bedroom apartments
are available in the uniquely restored Pascault
Row townhouses.

Athletic Facilities

The campus has a single-floor recreation area
located atop the Pratt Street Garage. It is
equipped with two squash courts, two rac-
quetball/handball courts and two basketball
courts which may also be used for tennis,
badminton and volleyball. In addition, there
is a weight room equipped with a 15 station
Universal Gym and a sauna in each locker
room.

Facilities are available for use by UMAB
students, faculty, staff and alumni. A ticket
service for University of Maryland College
Park athletic events is housed in this facility.
UMAB students with a current and valid I.D.
are admitted free to the UMAB athletic facility.
Faculty and staff members who want to use
the gym are charged a $25 per academic year
membership fee. For additional information,
contact the athletic manager at 528-3902.

FINANCIAL INFORMATION

Undergraduate Fees and
Expenses, 1984-85

Baltimore Campus, I

Upper Division

(Ju n ior-Sen ior)

Per

Seniester

Year

Matriculation fee

$20.00

(new students only)

(fall only)

Tuition*

In-State (full-

578.00

1,156.00

time)

Out-of-state (full-

1,854.00

3,708.00

time)

Part-time

68.00 per credit

(8 credits or less)

Supporting facilities

fee

(full-time)

60.00

120.00

(part-time)

20.00

40.00

Instructional re-

23.00

46.00

sources fee (full-

time)

Student health fee

(full-time)

25.00

50.00

(part-time)

12.50

25.00

Health insurance

(one person)

277.87

555.74

(two persons)

596.14

1,192.28

(family)

648.67

1,297.34

Malpractice insurance

20.00

Student activities

6.00

12.00

fee

Student government

fee

(full-time)

6.00

12.00

(part-time)

2.50

5.00

Dormitory fee,

830.00

1,660.00

double occu-

pancy

Apartment fee

185-200/month

plus utilities

Diploma fee

20.00

(seniors)

Late registration fee

25.00

*A $50 nonrefundable deposit is required at the time
of the student's acceptance for admission. This
amount is applied to the fall tuition.

Registered nurse students should check
the University of Maryland Baltimore County
catalog for fee information.

Explanation of Fees

Tuition helps defray the cost of operating the
university's programs.

Supporting facilities fee is used to support
the auxiliary facilities and service provided
for the convenience of all students.

Instructional resources fee represents a
charge for instructional materials and/or labo-
ratory supplies furnished for and to students.

Student health fee is charged to help defray
the cost of providing a Campus Health Serv-
ice. This service includes routine examina-
tions and emergency care. Blue Cross or
other acceptable medical insurance is also
required.

Health insurance (the university plan or
equivalent insurance) is required of all full-
time students. Students with equivalent insur-
ance coverage must provide proof of such
coverage at registration.

Malpractice insurance is required of all un-
dergraduate nursing students.

Student activities and student government
fees are used at the discretion of the various
student government associations to provide
financial support for recreational, social and
professional activities.

Diploma fee helps defray costs involved with
graduation and commencement.

Late registration fee: All students are ex-
pected to complete registration, including the
filing of class cards and payment of bills, on
the regularly scheduled registration days.
Those who do not complete registration dur-
ing the prescribed days must pay a late
registration fee of $25. Students receive regis-
tration instructions from the office of the
registrar.

Change fee

10.00

Additional expenses include the pur-
chase of uniforms (approximate cost $130)
and the recommended purchase of a
stethoscope at approximately $30. No di-
ploma, certificate or transcript will be issued
to a student until all financial obligations to
the university have been satisfied. The univer-
sity reserves the right to make such changes
in fees and other changes as may be neces-
sary.

Graduate Fees and Expenses,
1984-85

Matriculation (new student) $20.00

Tuition, per credit

In-state 82.00

Out-of-state 145.00

Supporting facilities fee, per semester

Full-time 60.00

Part-time 20.00

Student health fee, per semester

Full-time 25.00

Part-time 12.50

Health insurance (Blue Cross), per semester
One person 277.87

Two persons 596.14

Student activities fee, per semester 1500

Graduation fee 20.00

Continuous registration fee

(doctoral candidates) 22.00

Late registration fee 25.00

Change fee 10.00

NOTE: All graduate nursing students are re-
quired to carry professional malpractice in-
surance throughout their academic program.
Documentation of coverage is required at the
time of every registration and must meet the
amount set by the School of Nursing and
clinical agencies.

Financial Aid

Student financial aid programs for graduate
students and generic undergraduate students
are centrally administered by the Student
Financial Aid Office, located in the Baltimore
Student Union. Financial aid for students in
the baccalaureate degree program for regis-
tered nurses is administered by the Student
Financial Aid Office at UMBC. The UMBC
catalog provides program information.

The primary purpose of a financial aid
program is to provide assistance to students
who otherwise would be unable to attend the
university. Financial aid is offered only after it
is determined that the resources of the family
are insufficient to meet educational and living
expenses. Any aid then offered will not ex-
ceed the difference between the total ex-
penses and family resources. In the case of
new students, applicants do not have to be
admitted in order to submit an application,
but the student must be accepted before an
award can be made.

Specific requirements and terms for all
grants, scholarships and loans are listed in
the student financial aid brochure. Requests
for information and financial aid applications
should be addressed to the Student Financial
Aid Office, University of Maryland at Bal-
timore, 621 West Lombard Street, Baltimore,
Maryland 21201. Priority date for submitting
applications for the following academic year
is February 15.

University Grants

In an attempt to meet the ever-increasing
needs of students, the Maryland legislature
each year allocates to the university funds
earmarked for student assistance. As a result,
university grants are available to Maryland
residents who demonstrate a financial need.
After careful review of the students current
financial situation, awards are made on an
individual basis in the form of Dean's Schol-
arships, Desegregation Grants, Other Race
Grants, Maryland State Scholarship Board
Funds and/or tuition waivers.

Federal Grants

Under provisions established by the federal
government, limited grants are available to
encourage students of exceptional financial
need to continue their postsecondary school
education. A recipient must be a United States
citizen enrolled as a full-time student. Such
grants include: the Supplemental Education
Opportunity Grant, Work-Study and Pell
Grant.

Through the Health Professional Schol-
arship Program, the Veterans Administration
will pay undergraduate nursing students and
graduate students in certain specialty areas a
monthly stipend in addition to tuition and
fees and other reasonable education expenses
during their enrollment in nursing school in
exchange for two years of service in a Vet-
erans Administration Medical Center. Further
information may be obtained by writing the
Health Professional Scholarship Program
(14N), VA Central Office, 810 Vermont Ave-
nue, N.W., Washington, D.C. 20420.

Other Aid Sources for Baccalaureate
Students

Private organizations and donations have es-
tablished various scholarship and loan ac-
counts. Certain hospitals have special plans
for financial aid if the student agrees to work
for the agency upon graduation. Students are
routinely notified of their availability.

Reserve Officer Training Corps (ROTC)
two-year nursing scholarships are awarded to
applicants accepted into the ROTC program
and the upper division nursing program.
Students must enroll in the ROTC course
concurrently with the nursing program. The
scholarship includes tuition, fees and a sti-
pend.

Additional Aid Sources for Graduate
Students

Graduate Assistantships: The School of Nurs-
ing provides a limited number of graduate
research and teaching assistantships to doc-
toral students on a competitive basis. These
assistantships provide remission of tuition (10
credits per semester) and fees in addition to
a modest salarv.

The graduate assistant is generally ex-
pected to make a work commitment of ap-
proximately 20 hours per week. Assigned
duties are consistent with the aims and objec-
tives of the teaching and research missions of
the university. In addition to the above, some
research assistantships are available through
grant or contract funds. Depending on the
qualifications required for a particular posi-
tion, masters and doctoral students may be
eligible to apply.

Prospective students interested in being
considered for graduate assistantships should
make application to the School of Nursing.
No action is taken by faculty until eligibility
for admission has been established.

Traineeships: Students who meet admission
requirements and are U.S. citizens are eligi-
ble to apply to the School of Nursing for
federal funds for full-time study. Professional
nurse traineeships available from the Division
of Nursing, Health and Human Services pro-
vide tuition and fees (and a monthly stipend
if money is available).

Students in selected specialty areas may
also be eligible for support under specialized
grants obtained by the School of Nursing or
available through application to a specific
foundation or funding source. Since there are
limitations on the number of traineeships
available, applicants are ranked according to
total professional background. In the case of
all traineeships, prospective students make
application to the School of Nursing. No
action is taken by faculty until eligibility for
admission has been established.

Recipients of financial aid are expected
to make satisfactory progress toward attain-
ment of a degree and to abide by all aca-
demic and nonacademic regulations of the
university. Graduate students must maintain a
3.0 GPA to be eligible for financial aid.

UNDERGRADUATE
PROGRAM

Overview

The University of Maryland School of Nursing
offers one undergraduate program which
leads to a Bachelor of Science degree in
Nursing ( B.S.N. ). Two types of students are
admitted to the upper division program:
registered nurses and generic students.

The program in professional nursing,
leading to the degree Bachelor of Science in
Nursing, is available to men and women who
establish eligibility for admission. The first
two years of preprofessional study (lower
division course requirements) are available at
University of Maryland campuses and at other
accredited colleges or universities. On these
campuses, the student pursues a program
geared to providing fundamentals of a liberal
education and subjects which are supportive
to the study of nursing. The junior and senior
years are devoted to completing the nursing
major on the Baltimore City campus.

Registered nurses who desire to bring
their previous preparation for nursing in line
with requirements for the baccalaureate de-
gree are encouraged to establish eligibility
for admission. Credits previously earned at an
accredited two- or four-year college or uni-
versity are assessed according to University of
Maryland and School of Nursing policies
governing transfer of credit. Opportunity to
establish credit for certain foundational and
nursing courses is provided. The program for
registered nurses is offered at the University
of Maryland Baltimore County campus. RN
students receive their degrees from UMBC.

Objectives of the Undergraduate
Program

The haccalaureate graduate of the University
of Maryland School of Nursing is committed
to the total well-being of people and demon-
strates respect for their dignity, worth, auton-
omy and uniqueness. In ambulatory,
community and inpatient settings, the gradu-
ate provides effective nursing care that assists
individuals, families and other groups at any

point on the health continuum to attain,
regain or maintain their maximum level of
health and functioning.

The baccalaureate program provides a
learning environment which fosters pur-
poseful self-direction and implementation of
nursing care based on a deep grasp of
nursing knowledge and skill, analytical think-
ing and discriminative judgment. As a result
of the educative process, the graduate is able
to assume beginning leadership in the prac-
tice of nursing. Awareness of nursings effec-
tiveness on the improvement of health care
services to people gives impetus to the grad-
uate's continuing search for knowledge which
supports practice. To achieve these ends the
graduate:

1. Synthesizes selected concepts from the
affective, cognitive and psychomotor do-
mains in formulating a philosophy of nurs-
ing;

2. Uses affective, cognitive and psychomotor
behaviors in applying the nursing process
to individuals and small groups;

3. Demonstrates personal and professional
growth with increasing self-direction;

4. Demonstrates leadership in nursing prac-
tice;

5. Demonstrates responsible organizational
behaviors in meeting professional goals
within health care agencies;
Collaborates in the assessment of and
planning for meeting the health care
needs of individuals and small groups;
Improves nursing practice through the
evaluation and application of selected re-
search.

COURSE REQUIREMENTS

CREDITS

English composition (C or better

grade)

Chemistry, with laboratory (in-

organic & organic content, C or

better grade)

Human anatomy and physiology,

with laboratory (C or better

grade)

Microbiology, with laboratory (C

or better grade)

Social sciences

Human growth and development

(sophomore level)

Humanities

Nutrition (sophomore level)

Electives

Minimum Total

Lower Division Requirements

Professional, upper division education in
nursing requires a foundation of learning
provided by required lower division college
courses. Prior to fall matriculation in the
undergraduate program, all students must
have completed the lower division course
requirements listed below at an accredited
college or university.

Each of the other campuses of the Uni-
versity of Maryland and all of the Maryland
community colleges have designed special
articulation programs which facilitate a stu-
dents admission to the School of Nursing. In
addition, Frostburg State College, Morgan
State Univeristy and Villa Julie College have
articulation programs with the School of
Nursing. A list of the course numbers and
titles of the lower division courses offered at
the particular institution that meet the lower
division requirements is available at the coun-
seling center of the college.

*Mnst include at least one course in sociology' and
one course in psychology.

**Must include courses selected from at least tljree
disciplines within the humanities area, including
tljree credits of college-lavl mathematics.

The following policies govern the transfer of
lower division college credits to the School
of Nursing:

1. Human anatomy and physiology, chem-
istry and microbiology must be courses
for students who plan to or could use
them as credits toward a major in these
areas. In other words, they cannot be
terminal courses for nonmajors.

2. Required natural science courses (chem-
istry, micobiology and human anatomy
and physiology) must include laboratory
experience.

3. Courses in religion will be accepted in
transfer when they have been taught
within a framework which oversteps spe-
cific sectarian concerns and/or dogma.

10.

12.

14.

Basic nutrition must be a course with
prerequisites of organic chemistry and
anatomy. Applicants should contact the
Office of Admissions and Academic Pro-
gressions for the course numbers of
approved nutrition courses at Maryland
institutions.

Humanities credit will be given for one
studio course in the fine arts (e.g., a class
in piano or painting) only if credit in the
appropriate survey course is also earned
( music literature, history of art, etc. ).
Ds are not transferable for English com-
position, chemistry, anatomy and phys-
iology and microbiology from either in-
state or out-of-state institutions. For other
courses, Ds are transferable from in-state
public institutions only.
Courses taken on a Pass/Fail basis may be
used for nonscience credits only. Up to 6
credits of Pass may be transferred.
A sophomore-level human growth and
development course covering content
throughout the various stages of the life-
span is required. Applicants should con-
tact the Office of Admissions and
Academic Progressions for the course
numbers of approved human growth and
development courses at Maryland institu-
tions.

A college-level mathematics course is re-
quired. The course should be one with a
prerequisite of some college preparatory
mathematics in high school.
Remedial and/or repetitive courses are
not applicable for credit.
Nursing courses are not transferable.
(These are taught in the junior/senior
years).

Natural science courses taken 10 or more
years prior to a students matriculation
date will generally not be accepted for
generic students.

Only students with an overall grade point
average of 2.0 or better will be consid-
ered for admission.

Only 59 applicable credits are necessary
for matriculation to the School of Nurs-
ing. A maximum of 62 will be applied
toward the matriculation grade point aver-
age.

15. Whenever possible, credits recorded on
an applicant's transcripts ) will be used as
the basis for calculating the matriculation
grade point average rather than those
grades resulting from courses listed on
the Courses In Progress sheet, which is a
form included in the official application.

16. No more than half of the 122 applicable
credits required for graduation can be
earned by examinations (see Department
Examinations and CLEP, below).

Establishing Lower Division Credit by
Examination

Department Examinations: Many two- and
four-year colleges and universities provide an
opportunity for students to take examinations
for credit, provided the student has had some
instruction and experience in the content of
the course under consideration.

Arrangements are made by students with
the appropriate departments in the college in
which they are matriculated on a full- or part-
time basis. The School of Nursing will accept
the credit earned by examination provided
the course name and number, grade and
credits earned are on the transcript. (In most
cases, Pass/Fail grades are not accepted).

CLEP: It is possible to earn credit by exam-
ination through the College Level Examina-
tion Program (CLEP) of the College Entrance
Examination Board. The School of Nurisng
recognizes selected CLEP exam results for
credit, provided the student earns a grade
determined acceptable. The results from the
CLEP tests can be submitted to the Director
of Admissions and Registrations, Room 326,
Baltimore Student Union, 621 West Lombard
Street, Baltimore, Maryland 21201 for evalua-
tion of the scores transferability.

Assessment Form

(For student use only/not to be submitted
to the school)

The following form is a model of the form

used by admission officers in assessing an
applicant's eligibility for admission. Interested
students can use it to keep track of their
progress in meeting lower division require-
ments.

Lower Division
Requirements

Required
Credit

Credit
Earned

Grade

Q.P.

School

Year
Taken

English composition 6

Chemistry, with laboratory 8

(including inorganic and organic
content)

Human anatomy and physiology, 8

with laboratory

Microbiology, with laboratory 4

Social sciences (9 cr.) — includes
sociology, psychology, anthropology,
political science, economics,
geography.

One course must be in sociology
and one must be in psychology.

Human growth and development 3
(sophomore level)

Humanities (12 cr.) — need 3 credits
of college-level mathematics and
courses from at least 3 of the
following areas: literature, language,
fine arts, history, philosophy,
mathematics, public speaking.

Nutrition (sophomore level) 3

Academic electives 6

Matriculation G.P.A.

Minimum Total 59

Admission to the Upper
Division

General Information

Applications may be obtained between the
middle of September and January 31 for the
next admission class from:

Division of Admissions and Registrations

Baltimore Student Union, Room 326

621 West Lombard Street

Baltimore, Maryland 21201

Phone: 528-7480

Application deadline is February- 1. All sup-
porting documents must be received bv
March 1.

Required application materials must be sub-
mitted before a final disposition can be made
on an application:

1 . Transcripts of all college-level work taken
to date, including summer sessions.

2. Courses in Progress Form, including all
coursework which the applicant is cur-
rently taking, as well as all courses which
will be taken during upcoming semesters
to meet the lower division requirements.

3. Course descriptions, if applicants have
taken any of the required natural science,
nutrition or human growth and develop-
ment courses out-of-state.

Preadmission counseling sessions are offered
by the staff of Admissions and Academic
Progressions for students interested in admis-
sion to the school. The individual or small
group counseling sessions include an expla-
nation of the admission process and each
attendee's academic credentials are evaluated.
For an appointment, phone (301) 528-6282.

For updated admissions information, students
planning to apply to the School of Nursing
for fall 1986 should contact the Director,
Office of Admissions and Progressions, Uni-
versity of Maryland School of Nursing, 655
West Lombard Street, Baltimore, Maryland
21201 in the spring of 1985.

Cardiopulmonary Resuscitation (CPR) cer-
tification is required of all generic and R.N.
students prior to their enrollment in the
School of Nursing. The certificate must be
valid for the time period which covers August
of the year of their initial enrollment through
June of the following year. Since students will
need to maintain a valid CPR certificate dur-
ing the entire enrollment in the School of
Nursing, they will need to be recertified at
the appropriate time. The Office of Admis-
sions and Academic Progressions will main-
tain the record of student certification.

Applicants who attended foreign institutions

will need to validate which of the credits
taken at a foreign institution s) will be ac-
cepted as fulfilling the School of Nursings
required lower division courses. The students
must (1) file an official application with ap-
propriate fee; (2) have the appropriate officer
at the foreign school(s) attended send an
official transcript(s) with English translation
to the Division of Admissions and Registra-
tions, 621 W Lombard Street, Baltimore,
Maryland 21201. Since it takes approximately
six months for the processing of documents
received from a foreign country, it is critical
that the student apply in early fall for the
following falls admission.

Foreign students are required to take the Test
of English as a Foreign Language. A score of
500 is considered to be an indication that the
applicant could be successful in language
comprehension and use.

Undergraduate admission credentials and
application data are retained for 3 years.

Admissions Information for Generic
Applicants

Normal educational sequencing leading to a
B.S.N, for the generic applicant entails gradu-
ation from high school; completion of 59
lower division, preprofessional course credits
at an accredited college or university; and
completion of 63 upper division, professional
course credits. (State Board Examinations to
become a registered nurse are taken follow-
ing the awarding of the baccalaureate de-
gree.)

The School of Nursing matriculates ge-
neric students into upper division course-
work in the fall of each year. Students should
apply for admission in the fall prior to their
expected matriculation date. Students are eli-
gible to apply after completing approximately
30 credits of the lower division preprofes-
sional coursework and developing a plan for
completing the remaining 29 credits by the
expected matriculation date. All applications
will be considered where the applicants
overall grade point average is 2.0 or above.
Admission is competitive and the basic crite-
ria for determining admissions are:

1. Overall grade point average

2. Completion by February 1 of 44 semester
hours of applicable (lower division) cred-
its with a minimum distribution of these
credits in the following categories: Eng-
lish— 3 credits; required natural sci-
ences— 8 credits; social sciences — 6 cred-
its; humanities — 6 credits

3. Written plan for completion of all required
59 lower division credits by matriculation
date.

Early Review: Students whose application,
required transcripts and course descriptions,
if applicable, are received by the University of
Maryland at Baltimore by November 15 will
be considered for early review.

Early review decisions will be an-
nounced as soon as they are made. Only
applicants who meet the criteria for early
review will receive their admissions decision
at that time. Students who do not meet the
criteria for early review will automatically be

considered for regular review. Decisions
made by regular review will be announced in
March and April. In addition, those applicants
who do not meet the academic criteria for
the program will be notified once their
application has been reviewed.

The following are the criteria for early
review:

1. A minimum of approximately a 3.0 average
in the preprofessional course require-
ments attempted at the time of record
review. (All attempts of repeated courses
are used to calculate the grade point
average.)

2. Evidence of satisfactory completion of 8 of
the required 20 credits in the natural
sciences at the time of record review.

3. No D or F grades recorded for any col-
lege-level work.

Regular Review: The application and tran-
scripts for all college-level coursework com-
pleted through the fall semester must be
received by the School of Nursing's Admis-
sions Office to be considered for regular
review. The deadline for receiving all re-
quired transcripts and course descriptions is
March 1. Applications still incomplete after
March 1 will be processed only if spaces
remain to be filled in the entering class.

A grade point average will be calculated
for the preprofessional course requirements
attempted at the time of record review. All
attempts of repeated courses are used to
calculate the grade point average. The aca-
demic credentials of the applicant pool being
considered for regular review in a given year
will help determine the exact criteria for
regular review.

Individual Admissions: Students who do not
meet the admission criteria for early or
regular review may still be eligible for admis-
sion. They may include, but are not limited
to, the educationally disadvantaged and the
mature adult. Applicants who wish to be

considered for individual admission must
submit a written request to the Office of
Admissions of the School of Nursing after
they have filed their application.

Applicants who wish to be considered
for individual admission are required to sub-
mit supportive information, such as letters of
recommendation and personal statements,
with their application explaining why their
application deserves special consideration
and why their record does not meet the
criteria. Written requests for individual admis-
sion and any supporting documentation must
be received no later than March 1.

Individual admissions shall be limited to
15 percent of the entering class of the School
of Nursing. Individual admissions applicants
and regular review applicants are reviewed at
the same time.

Although not a requirement for all ge-
neric applicants, scores from the Allied
Health Professions Admissions Test may be
submitted by individual admissions appli-
cants. These students may take the AHPAT in
November or January to improve their admis-
sion status. In the event an applicants grade
point average is not competitive, the AHPAT
scores, if submitted, can be used as an
additional admissions criterion. (AHPAT
scores are valid for five admissions years.)
Applications for the AHPAT may be obtained
from:

AHPAT

The Psychological Corporation

7500 Old Oak Boulevard

Middleburgh Heights, Ohio 44130

Admissions Information for
Registered Nurse Applicants

Normal educational sequencing leading to a
B.S.N, for the registered nurse entails gradua-
tion from an associate degree nursing pro-
gram or diploma nursing program; state
licensure (failure to become licensed after a
student has matriculated will result in the
student being immediately withdrawn from
the program); completion of 59 lower divi-
sion, preprofessional course credits at an
accredited college or university; completion

of advanced placement examinations totaling
30 credits (6 credits are earned from faculty
made tests and 24 credits are earned from
tests developed by the American College
Testing Program); completion of 32 upper
division, professional course credits.

The School of Nursing matriculates ap-
proximately 120 registered nurses into upper
division qoursework in the fall of each year.
Students should apply for admission in the
fall prior to their expected matriculation date.
Students are eligible to apply after complet-
ing approximately 30 credits of the lower
division preprofessional coursework and de-
veloping a plan for completing the remaining
29 credits by the expected matriculation date.
All applications will be considered where the
applicants overall grade point average is 2.0
or above.

The School of Nursing uses the process
of rolling admissions in reviewing applica-
tions from registered nurses. "Rolling admis-
sions" means that the earlier one applies and
submits all required information, the earlier
one will hear about being accepted to the
school. Admission is competitive and the
basic criteria for determining admissions are:

1. Overall grade point average

2. Completion by February 1 of 44 semester
hours of applicable credits with a mini-
mum distribution of these credits in the
following categories: English — 3 credits;
required natural sciences — 8 credits; social
sciences — 6 credits; humanities — 6 credits

3. Vftitten plans for completion of all re-
quired 59 lower division credits by ma-
triculation date

4. Successful completion of advanced place-
ment examinations

Advanced Placement for the
Registered Nurse

When the official application for upper divi-
sion study is received by the School of
Nursing, information about the Advanced
Placement Examinations is forwarded to the
applicant and includes study guides and regi-
stration forms for all the examinations. The
required advanced placement examinations
are as follows:

CREDITS

MIMIMUM

GRADE OR

SCORE

NURS 311 and 312 Patho-
physiological Concepts
and Clinical Implications
and Pharmacologic Agents
and Clinical Applications

Satisfactory performance

on a mathematics mastery

examination

NURS 426 Professional

Strategies

NURS 457 Maternal and

Total of

Child Health Nursing

21 for

NURS 554 Adult Nursing

these

NURS 503 Psychiatric/

examina-

Mental Health Nursing

tions

NURS 311 and 312 are prepared by
University of Maryland faculty members.
NURS 426, 457, 554 and 503 are prepared by
the American College Testing Center. Those
who would like to contact the center directly
may do so by writing:

ACT PEP

2201 North Dodge Street

P.O. Box 168

Iowa City, Iowa 52243

An applicant who fails NURS 311, 312 or
426 must take these courses after matriculat-
ing in the program. Decisions as to when
these courses are to be taken are the respon-
sibility of the Director of Admissions and
Academic Progressions. Students have two
attempts to pass NURS 311, 312, 426, 457, 554
and 503 successfully. Students who fail NURS
457, 554 and 503 tests on the second attempt
are ineligible to enter the program.

Advanced placement examinations must
be retaken if the student does not matriculate
in the upper division course of study within
five admission years.

The Upper Division Curriculum
for Generic Students

The junior and senior years of the nursing
curriculum are offered at the University of
Maryland's Baltimore campus. The curriculum
is based on an integrated model whereby
students are taught by faculty who have
specialized knowledge and skill in the area of
maternal-child, psychiatric-mental health,
medical-surgical, community health and pri-
mary care nursing.

A faculty-student ratio of approximately
1:10 creates a learning situation in which
students have sufficient opportunity to learn
the clinical skills required of professional
nurses. Student placement for the junior year
is an administrative decision. A lottery is used
to make decisions concerning senior student
placements.

A typical plan of study for the upper
division nursing major follows.

JUNIOR YEAR

CREDITS

Fall Semester

NURS 314*
Concepts of Nursing I

NURS 311*

Pathophysiological Concepts and
Clinical Implications

NURS 313*

Introduction to Nursing Process

Winter Session (January)

NURS 418

Special Topics — Electives in Health-
Related Courses

Spring Semester

NURS 315*

Concepts of Nursing II

NURS 312*

Pharmacologic Agents and Clinical
Applications

NURS 323

Stressors through the Lifespan

SENIOR YEAR

15
CREDITS

Fall Semester

NURS 324 or 325

Concepts of Nursing IIIA or B

NURS 321

Leadership and Management in Health
Care Settings

NURS 322*

Nursing in Society (taken with NURS
324)

NURS 410

Research and Statistics (taken with
NURS 325)

Winter Session

NURS 326

Clinical Nursing Elective (may be taken
by generic students in the summer
between the junior and senior years)

Spring Semester

NURS 324 or 325

Concepts of Nursing IIIA or B

NURS 322*
Nursing in Society

NURS 410

Research and Statistics

These courses are challenged by R.N. stu-
dents after applying to the upper division
(Advanced Placment Examinations NURS 457,
554 and 503 are equivalent to credits for
NURS 314 and NURS 315 above; NURS 426 is
equivalent to NURS 322).

The Upper Division Curriculum
for Registered Nurse Students

The curriculum for the registered nurse is
planned to maximize the strengths the regis-
tered nurse brings to the baccalaureate pro-
gram. The registered nurse is viewed as an
adult learner who possesses the special char-
acteristics of a diverse life, educational and
clinical experiences and a high level of moti-
vation that fosters independent and collab-
orative learning.

Clinical practice areas for the registered
nurse are provided through arrangements
with a wide variety of health care agencies.
All clinical coursework is under the supervi-
sion of faculty of the School of Nursing.
Students are assigned to any one of a number
of different agencies for the purpose of
accomplishing the course objectives as deter-
mined by faculty.

A typical plan of full-time study appears
below for R.N. students who have met the
requirements for the preprofessional courses
and have established credit through satisfac-
tory completion of advanced placement ex-
aminations.

Spring Semester

NURS 335

Concepts of Nursing IVB

Fall Semester

CREDITS

NURS 334

Concepts of Nursing FVA

NURS 333
Client Assessment

NURS 418
Health Elective or
NURS 410
Research and Statistics

Winter Session (January)

NURS 326

Clinical Nursing Elective or

NURS 348

Seminar, Vtorkshop

NURS 418
Health Elective or
NURS 410
Research and Statistics

NURS 321 3

Leadership and Management in Health

Care Settings

Students may not take more than 15
credits during the fall and spring semesters
or 3 credits in the winter session without
administrative approval from the Director of
Admissions and Academic Progressions.

Part-Time Study

This option is available to a limited number
of registered nurses who may complete the
program in two or three academic years.
Enrollment in certain courses may be limited
depending upon demand.

General School Policies Related
to Curriculum Matters

Nursing Concepts Courses

The major nursing courses, NURS 314, 315,
324, 325, 326, 334 and 335, must be taken
within the University of Maryland School of
Nursing. This policy does not negate the
opportunity for R.N. students to challenge the
junior year clinical concepts courses. Faculty-
student ratios for Concepts Courses are main-
tained at an average program-wide ratio of
approximately 1:10.

Clinical Practice Areas

Clinical practice areas for the baccalaureate
program are provided through arrangements
with a wide variety of hospitals and other
health agencies. Clinical practice is under the
supervision of faculty of the School of Nurs-
ing. Students are assigned to different types
of agencies for the purpose of accomplishing
the course objectives as determined by the
faculty.

Honors Program

The University of Maryland Eastern Shore, in
cooperation with the professional schools of
the University of Maryland at Baltimore, has
instituted an honors program for students of
great promise and ability who can meet
rigorous academic standards. The program
includes specific preprofessional tracks in
medicine, dentistry, law, pharmacy, nursing
and social work and community planning.

The program of study consists primarily
of honors sections in biology, chemistry, Eng-
lish, mathematics and social sciences. It also
emphasizes independent study courses and
honors seminars through which students ex-
plore in depth various academic disciplines.

For additional information, write to the
Chairman of the Honors Program Committee,
University of Maryland Eastern Shore, Prin-
cess Anne, Maryland 21853-

Outreach Students

During the 1975-1976 academic year, an off-
campus, part-time degree completion pro-
gram for community-bound registered nurses
was established in western Maryland and on
the Eastern Shore. The first group of students
completed the program in 1978. This offering
is currently continuing in western Maryland,
in the Cumberland area. The program en-
ables registered nurses to complete all re-
quirements for the baccalaureate degree in
nursing through enrollment on a part-time
basis in regional centers. Requirements for
achieving senior year status are the same as
on the Baltimore campus. The usual senior
year curriculum for R.N.s, which involves 32
earned credits, is arranged over a two- to
three-year time span. Inquiries should be
addressed to the Director of the Outreach
Program, University of Maryland School of
Nursing, 655 West Lombard Street, Baltimore,
Marvland 21201.

Employment Opportunities

Baccalaureate graduates of the University of
Maryland School of Nursing have many career
opportunities available to them. Graduates
may choose to practice nursing in a hospital
or outpatient clinic, an extended care facility
or a variety of community agencies including
schools, industries and physicians' offices. In
addition,, graduates may choose a career in
civil service, the military or the Veterans
Administration. A survey of 1982 graduates
showed that salaries for generic graduates
ranged from $17,000 to $21,000. The RN who
earns a baccalaureate degree is usually paid at
a higher rate due to prior experience in
nursing.

Eligibility for State Licensure

Graduates of the program are eligible for
admission to the examination given by the
Maryland State Board of Examiners of Nurses
(or by any other state board) for licensure to
practice nursing. Application is generally sub-
mitted prior to the date of graduation. Stu-
dents interested in applying for admission to
the University of Maryland School of Nursing
should be aware of Maryland's Nurse Practice
Act, Article 43, Section 299, which authorizes
the board to withhold, deny, revoke, suspend
or refuse to renew the license of a nurse or
applicant for a variety of reasons, including
conviction of a crime involving moral tur-
pitude if the nature of the offense bears di-
rectly on the fitness of the person to practice
nursing or violation of any provision of the
Nurse Practice Act.

Undergraduate Courses

NURS 311 Pathophysiological Concepts and
Clinical Implications (3) Fall semester, junior
year. Focuses on pathophysiological disrup-
tions to system functioning. The alterations
within the system are discussed as well as the
impact of these alterations on the individual.
The student will apply previously acquired
knowledge in human anatomy and physiology
as well as other basic sciences. This course
contributes to the scientific basis for utiliza-
tion of the nursing process.

NURS 312 Pharmacologic Agents and
Clinical Applications (3) Spring semester,
junior year. Prerequisite: NURS 311- The use
of therapeutic drugs in the health care setting
and their effects upon normal and abnormal
physiology. Pharmacologic agents are dis-
cussed in relation to their effects on body
systems, mechanism of action and excretion,
therapeutic usage and nursing implications.
The course builds upon the students under-
standing of physiological and patho-
physiological processes gained in NURS 311
and other courses.

NURS 313 Introduction to the Nursing Pro-
cess (3) Fall semester, junior year. Introduces
the student to the components of the nursing
process — assessment, planning, implementa-
tion and evaluation — as a basis for nursing
practice. Basic assessment, interpersonal, psy-
chomotor and medication administration
skills will be the focus of the course. Students
will have an opportunity to learn and practice
basic nursing skills in laboratory and clinical
settings.

NURS 314 Concepts of Nursing I (9). Fall
semester, junior year. Must be accompanied
by NURS 313 unless credit for NURS 313 has
previously been established. The focus is on
man as a behavioral system, the health-illness
continuum and the role of the professional
nurse in helping clients of all ages to main-
tain and/or promote optimal health. Students
are introduced to the conceptual framework
and the four major concepts which provide
the organizing schema for the Concepts of
Nursing courses: stress and adaptation, sys-
tems functioning, the nursing process and the
role of the nurse. The assessment component
of the nursing process constitutes a major
focus of this course. However, all aspects of
the nursing process are included. An integral
part of this course is the development of a

helping relationship with clients of all ages
experiencing common problems involving a
mild stress level. Resources and support sys-
tems within the family and community are in-
cluded. Use of communication skills, health
teaching and other nursing interventions will
serve as a basis for future knowledge.

NURS 315 Concepts of Nursing II (9). Spring
semester, junior year. Prerequisites: NURS 311,
NURS 313, NURS 314. The focus is on the
nursing care of clients experiencing stress
states characterized by moderate intensity and
relative stability. All aspects of the nursing
process are included. The mutual interaction
between the client and family is explored as
well as resources within the health team and
community. Students will work with adults
and children to assist them in regaining
and/or promoting optimal health, and with
families in the perinatal period.

NURS 321 Leadership and Management in
Health Care Settings (3). Fall semester, senior
year. Prerequisite: NURS 315. The role of the
professional nurse as a leader and manager.
Organizational and interpersonal factors and
theories that affect nursing practice are exam-
ined. Emphasis is placed on group theory and
process. Management principles and skills are
•applied to a variety of health care settings.

NURS 322 Nursing in Society (3). Fall or
spring semester, senior year. Provides an
opportunity for students to study the multiple
factors which have contributed to the emer-
gence of professional nursing. The profession
is studied in relation to and as an integral part
of the changes in our society. Significant

issues confronting the profession are identi-
fied. Upon completion of this course the
student should demonstrate a better under-
standing of the profession of nursing in its
present state of growth, an awareness of its
potential and direction and cognizance of
each nurse's own responsibility in its develop-
ment.

NURS 323 Stressors through the Lifespan (3).
Spring semester, junior year. Prerequisite:
NURS 314. An in-depth look at selected psy-
chosocial concepts basic to understanding
client responses in a variety of settings. The
theoretical bases of each concept are pre-
sented, as well as the concept's expression at
varying points along the lifespan. Develop-
mental and situational stressors affecting these
concepts are examined. Interventions to assist
clients to cope with these stressors are dis-
cussed.

NURS 324 Concepts of Nursing IIIA (9). Fall
or spring semester, senior year. Prerequisites:
NURS 312, NURS 315. The focus is on hospi-
talized clients experiencing biopsychosocial
disruptions and intense or variable stress
states. All components of the nursing process
are used. Student learning experiences in-
clude working with adult and child clients
experiencing complex, multiple system prob-
lems requiring rapid utilization of the nursing
process. Major components of the course are
the opportunity to apply management princi-
ples as a leader of a small work group and the
multidisciplinary interaction with other health
team members.

NURS 325 Concepts of Nursing MB: Dimen-
sions of Family Care (9). Fall or spring
semester, senior year. Prerequisites: NURS 312,
NURS 315. An opportunity to learn and prac-
tice using those concepts necessary and
sufficient to promote and maintain family
health, with a focus on psychiatric-mental
health and community health nursing. Clients
exhibit biopsychosocial disruptions spanning
the stress continuum. As a result of analyses of
the interactions among the critical concepts,
interventions will be targeted appropriately
with individuals, groups, families and commu-
nities. Emphases include group dynamics and
the implementation and evaluation compo-
nents of the nursing process.

NURS 326 Clinical Nursing Elective (3).
Minimester, senior year. Prerequisites: NURS
324 or NURS 325 for generic students and
NURS 333 and NURS 334 for RN students.
Offers an opportunity to select and study an
area of particular interest in clinical nursing.
Distributive and episodic nursing practice
settings serve as clinical laboratories for learn-
ing. Senior students may elect to participate in
a faculty offered course, independent study

under faculty mentorship or a summer clinical
elective offered in collaboration with the
University of Maryland Medical System and
other clinical agencies.

NURS 333 Client Assessment (2). Fall semes-
ter, senior year. Prerequisite: Admission to RN
level. Designed to provide the registered
nurse with the skills to perform health assess-
ments of clients. The class and laboratory
experiences will be organized using selected
processes from the subsystems curriculum
framework. Since the registered nurse student
brings a background of knowledge, experi-
ence and competencies to this course, these
will be utilized in meeting the course require-
ments. An emphasis of this course is the
evaluation of clients with special attention
directed toward the effects of stress and stress-
mediated responses. The integration of the
biopsychosocial assessment will be facilitated
using common health concerns prominent in
American society. This two-credit course will
have a one-hour class presentation and a
three-hour laboratory experience each week
during which students will practice, under
direct supervision, the assessment skills being
taught.

NURS 334 Concepts of Nursing IV A (9). Fall
semester, senior year. Prerequisites: Satisfac-
tory completion of mastery examination in
mathematics or NURS 313. Helps the regis-
tered nurse student to synthesize previous
knowledge with advanced theoretical concepts
in relation to man, his primary groups and his
environment. Emphasis will be placed on the

application of concepts of systems theory,
health stress, communication, family and
group theory to nursing process. Specific
clinical experiences are provided with clients
experiencing varying stress states.

NURS 335 Concepts of Nursing IV B (9).

Spring semester, senior year. Prerequisites:
NURS 333, NURS 334 and NURS 326 or NURS
348. Designed to assist the registered nurse
student to synthesize previous knowledge
with advanced theoretical concepts in relation
to man, his primary groups and his environ-
ment. Emphasis will be placed on the
application of concepts of crisis, decision
making, planned change, teaching/learning,
family and community. Specific clinical experi-
ences are provided with clients experiencing
varying stress states.

NURS 348 Electives, Workshops, Seminars
and Institutes (1-6) Minimester, senior year.
Prerequisites: NURS 333 and NURS 334. An
opportunity to participate in workshops, in-
stitutes and seminars on various aspects of
nursing. Faculty reserve the right to limit the
number of credits a student may take in
workshops, institutes and seminar study.

NURS 410 Research and Statistics (3). Fall or
spring semester, senior year. Prerequisites:
NURS 315 or by permission of instructor. In
the context of the total research process, the
basic elements of research, including defining
the research question, literature search, sam-
pling, research design, measurement and data
gathering, statistical analysis and interpretation
of results are presented and their interdepen-
dence stressed. Statistics include chi square,
correlation, t-test, F-test and analysis of vari-
ance (one way). Application and interpretation
rather than theory or mathematical derivation
are emphasized. Evaluation of measurement
instruments in terms of reliability and validity

■ ■

is presented. Students critique research re-
ports in the literature. Students also prepare a
report of a class research project planned
primarily by the instructor.

NURS 418 Special Topics (2-3). Minimester,
junior year. Focuses on current health-related
topics such as parenting, holistic health care,
cross-cultural nursing, and thanatological as-
pects of nursing.

GRADUATE PROGRAMS

Overview

The University of Man-land's graduate nursing
program is the only comprehensive one in the
state and is one of the largest programs in the
nation. While the programs are offered in the
School of Nursing, they are part of the
Graduate School of the University of Maryland;
therefore, are subject to the requirements of
both schools.

The master's degree curriculum is three
semesters and a minimester in length except
for Primary Care Nursing, which is four
semesters. Congruent with the changing needs
of society, the master's degree offers a num-
ber of specialty options to students. Students
are required to develop competence in a
specialized clinical area, and opportunity is
provided to concentrate (major) in either the
clinical or the role area depending on specific
career goals and previous preparation. Multi-
ple tracks are available within areas of
concentration to provide individualized
courses of study. Every student selects both a
clinical and a role track to prepare for
specialization within a clinical area and a
beginning functional role.

The doctoral program in nursing first
admitted students in 1979. The program is
designed to meet the educational needs of
nurses who have developed specialized clini-
cal expertise at the master's level and are
committed to playing a leadership role in the
discovery and refinement of nursing knowl-
edge through research. The curriculum
includes a core of required courses which
address the theoretical and empirical bases for
nursing and the techniques of theory building
and research. The program is designed with
sufficient flexibility to allow students to pur-
sue in depth their individual research interests
and career goals within a research-oriented
milieu.

Students specialize in either the direct or
the indirect sphere of nursing. Those spe-
cializing in direct nursing focus on study of
the health needs of clients/patients and of

nursing action provided directly to clients in a
variety of settings. Their research falls within
the realm of clinical nursing research. Those
specializing in indirect nursing focus on the
study of nursing systems and education and
administrative nursing action which facilitates
and supports clinical nursing practice. Their
research interests fall within the areas of
health and nursing services, organization,
health policy and nursing education.

Graduate education fosters the responsi-
bility, creativity and self-direction which
characterize professional commitment and en-
hances a continuing desire to learn and grow.
The graduate student is viewed as a partner in
the teacher-learner dyad; receives stimulation
and support for scholarly pursuits; is given the
freedom to think and try out new ideas; and
has the opportunity to apply knowledge and
develop new skills. The opportunity to articu-
late beliefs, ideas and formulations is gained
through interaction with faculty and other
members of the academic community.

Philosophy

The graduate program of the School of
Nursing derives its purposes directly from the
underlying philosophy which is shared by the
faculty. Tenets of the philosophy held by
graduate faculty of the School of Nursing
provide a foundation for the conceptual
framework upon which the master's degree
curriculum is based. This conceptual frame-
work analyzes the unit (the individual, family
or community) in terms of three interrelated
expressions of health — physical, cognitive and
personal. The physical expression refers to the
unit's structural and functional endowment
and integrity. The cognitive expression ad-
dresses the capacity of the individual to
receive, to perceive and to organize informa-
tion. The personal expression is concerned
with the affective relationships of the unit.

The relationships among the expressions
are complex and vary at different points in
time. The expressions lend themselves to
assessment, quantification and regulation. The
intervention phase of the nursing process
depends on the relationships among them and
the pattern of the expressions of health.
Evaluation of nursing intervention is achieved
through examination of the resulting state of
health of the unit.

Graduate education in nursing is built
upon and extends a knowledge base acquired
in a baccalaureate degree program in nursing
and is derived from the humanities and the
physical, biological and behavioral sciences.
Each student brings to graduate education a
unique combination of experience and ca-
pabilities and the learning environment
facilitates the establishment and attainment of
professional objectives throughout the educa-
tional experience. The dynamic interchange
between faculty and students results in a
commitment to and involvement in the devel-
opment of nursing knowledge and the
refinement of nursing theory. Recognizing that
the growth process in the student is continu-
ous and that the health needs of society
change, the graduate program is flexible and
dynamic.

Purposes and Objectives

Master's degree program objectives are formu-
lated on the assumption that graduate
education builds upon undergraduate educa-
tion. Graduate education is an intensive and
analytic expansion of knowledge, enabling the
perception and development of new and
more complex relationships that affect nurs-
ing. Graduate education provides further
opportunity for the student to think concep-
tually and to apply theory and research to
practice.

The purposes of the master's degree
program are to prepare nurses:

• With expertise in a clinical field of nursing

• To function in one of the following areas:
administration, education, nursing/health
policy planning, clinical specialization

• For leadership roles

• For entry into doctoral study

The objectives of the master's degree
program are to prepare graduates who:

• Utilize a nursing theoretical framework as a
basis for professional nursing practice

• Generate innovative nursing actions based
on theories in nursing and related fields
and evaluate nursing actions of self and oth-
ers

• Incorporate organizational theories and
learning theories in the practice of one of
the following roles: administration, educa-
tion, nursing/health policy planning, clinical
specialization

• Collaborate with health care providers and
consumers to achieve shared health care
goals

• Use theory in nursing and related fields
and observations in practice to generate hy-
potheses and conduct nursing research
studies

• Analyze factors influencing the health care
system and devise strategies for improving
delivery of health care

In addition to the knowledge and practice
components of the objectives listed above, it is
recognized that the behavior of graduates
should reflect an internally consistent value
system. It is expected that graduates will value
scientific inquiry as a basis for professional
practice and will seek to increase their contri-
butions to the nursing profession.

The purpose of the doctoral degree
program in nursing is to prepare scholars and
researchers who will advance nursing science
and provide innovative leadership to the
profession. The program will prepare gradu-
ates who:

• Construct, test and evaluate conceptual
models and nursing theories which reflect
synthesis, reorganization and expansion of
knowledge from nursing and related disci-
plines

• Evaluate and apply appropriate research de-
signs, measures and statistics to the study of
nursing phenomena

• Conceptualize practice phenomena from
the' perspective of nursing frameworks and
theory

• Design, conduct and communicate research
relevant to nursing practice

• Facilitate the incorporation of new knowl-
edge into nursing practice

• Initiate, facilitate and participate in collab-
orative endeavors related to the theoretical,
conceptual and practical aspects of health
care with clients, nurses and scholars from
related disciplines.

Master of Science Curriculum

The nursing program leading to a Master of
Science degree is three semesters and a
minimester in length and requires the com-
pletion of 41 to 45 credits. The two exceptions
are the Primary Care Nursing specialities
requiring 54 credits and four semesters.

Starting on the first day of matriculation,
a maximum of five years is allowed for the
completion of graduate degree requirements.
This applies to pan-time and full-time stu-
dents.

Areas of Concentration

Each student selects an area of concentration
(major) within a clinical practice or a func-
tional role area. The student then chooses a
specialty track within the area of concentra-
tion. A second track is also selected as all
students must have both a clinical and a role
track. The areas of concentration and the
related tracks are as follows:

CLINICAL
PRACTICE
AREA

CLINICAL
TRACK(S)

Community Health
Nursing

Gerontological Nursing

Maternal-Child Health
Nursing

Maternal-Infant Nursing
Nursing of Children

Medical-Surgical Nursing

General Medical-Surgical
Nursing

Trauma/Critical Care
Nursing

Primary Care Nursing

Adult Nurse Practitioner
in Primary Care
Nursing

Pediatric Nurse
Practitioner in
Primary Care Nursing

Psychiatric Nursing

General Psychiatric
Nursing

FUNCTIONAL ROLE
AREA

ROLE TRACK(S)

Administration

Administration of
Nursing Service

Education

Teaching in Associate
Degree Programs

Teaching in

Baccalaureate Degree
Programs

Teaching in Staff
Development

Nursing Health Policy *Nursing Health Policy

(Any Clinical Area)

Clinical Nurse
Specialization

* Track is open only to those in the same area of
concentration.

Curriculum Design/Courses

The curriculum design for the Master of Sci-
ence degree contains the following compo-
nents:
CORE 10 CREDITS

Core courses are required of all graduate stu-
dents regardless of the area of concentration.

CLINICAL 6-15 CREDITS

Clinical track courses are required of stu-
dents in their chosen clinical area (i.e., Com-
munity Health, Gerontological, Maternal-Child
Health, Medical-Surgical, Primary Care or Psy-
chiatric Nursing). All students take a desig-
nated number of clinical courses regardless
of whether their area of concentration is in
clinical practice or role specialization.

ROLE 6 CREDITS

Functional role track courses are required of
students in their chosen functional role track
(i.e., Administration of Nursing Service, Teach-
ing in Associate Degree Programs, Teaching in
Baccalaureate Programs, Teaching in Staff De-
velopment, Nursing Health Policy and Clinical
Nurse Specialization). All students take a des-
ignated number of these courses regardless
of their area of concentration.

RESEARCH/

THESIS OR NONTHESIS 11 CREDITS

Research courses and thesis or nonthesis op-
tion credits are required of all graduate nurs-
ing students.

SUPPORT 8-12 CREDITS

Support courses vary according to the stu-
dents area of concentration. These might in-
clude non-nursing courses.

Summary of Design

COURSE

CREDITS

General

Primar)'

Plan

Care

Core

Clinical

Role

Support

8-12

Research

Thesis/Electives

Elective-Role

Prerequisite

Total

41-45

A typical general recommended program for
mil-time students and a typical plan for full-
time primary care students follow.

General Recommended Program Plan
for Full-Time Students

SEMESTER I

CREDITS

NURS 701 Research I
NURS 602 Core I
Clinical I
Clinical Support

2-3

13-14

WINTER SESSION

Thesis/Elective

SEMESTER II

NURS 702 Research II
NURS 604 Core II
Clinical II
Role Support
Role Theory

3
3-4

2-3

13-14

SEMESTER III

Thesis/Elective

NURS 606 Core III

Support

Role Practicum

Total

3-4

11-12

*For Administration or Community Health mote to
first semester.

Primary Care Recommended Program
for Full-Time Students

SEMESTER I

CREDITS

NURS 602 Core I
NURS 701 Research I
NURS 611 Primary Care I
Primary Care Support

5
3
2
3
13

WINTER SESSION

Thesis/Elective

SEMESTER II

NURS 604 Core I
NURS 606 Core II
NURS 702 Research II
Primary Care Support
Primary Care II

3
2
2
3
4
14

SEMESTER III

Primary Care Support
Primary Care III
**Role Theory
Elective

2-3

12-13

SEMESTER IV

NURS 715 Primary Care IV
"*Role Practicum
Thesis/Elective

Total

3-4

12-13

* If Administration role mote NURS 604 to first se-
mester, replacing NURS 701 and mote NURS 702
to third semester.

*Clinical nurse specialists take role theory and
role practicum concurrently.

Thesis/Nonthesis Option

A student may elect either a thesis or a
nonthesis option, depending on the nature of
the problem to be studied and specific career
goals; six credits are required for either
option. In addition, all students must success-
fully pass a written comprehensive
examination.

Thesis: Under the guidance of a committee,
the student designs, implements and orally
defends a research project.

Nonthesis: Under the guidance of the advisor,
the student takes six credits of electives and
submits one scholarly seminar paper.

Doctor of Philosophy
Curriculum

The program of study leading to the Doctor of
Philosophy degree includes a minimum of 60
semester credits beyond the master's degree.
The curriculum design includes a required
core of nursing courses which incorporate the
study of man, nursing action, the environ-
ments in which nursing is practiced and the
principles and methods of scientific inquiry.
Throughout the required core courses an
integrative focus is maintained whereby the-
oretical and methodological approaches of the
biophysical and behavioral/social sciences are
selected and applied from the perspective of
nursing. Within the core courses opportunity
is provided for students to build upon their
educational and experiential backgrounds
through a variety of individually selected
learning experiences. Elective courses provide
additional flexibility to plan a course of study
supportive to individual research interests and
career goals.

The program design allows students to
specialize in either the direct or the indirect
sphere of nursing. Depth of knowledge in the
specialty area is developed through required
coursework and related field experiences,
selection of supportive electives, independent
study and the dissertation research.

The program design incorporates four
major components, totalling 60 credits, as
detailed below.

NURSING THEORY 14 CREDITS

This component addresses the theoretical
basis for nursing practice and the analysis and
development of nursing theory. Included are
the study and development of key concepts in
nursing, the selection and integration of
knowledge from nursing and other disciplines
and the study of techniques for constructing
nursing theory. A highly individualized field
experience provides the opportunity to pur-
sue theoretical aspects of specialized areas of
nursing selected by the student.

RESEARCH AND STATISTICS 17 CREDITS

This component addresses the techniques of
measurement, design, advanced data analysis
and evaluation essential to the conduct of
nursing research. Students apply these tech-
niques in developing measurement tools and
conducting research projects specific to their
own interests. Qualitative and quantitative re-
search methods are addressed. Opportunity is
provided for each student to work closely
with a faculty member engaged in an on-
going research project.

ELECTIVES 17 CREDITS

This component allows each student to pursue
an individualized plan of study supportive to
his/her research interests and career goals. A
portion of the elective courses is chosen from
other disciplines which contribute to the
development of nursing knowledge through
their theoretical and methodological ap-
proaches.

DISSERTATION RESEARCH 12 CREDITS

Each student must complete an independent
original research project to be communicated
in a written dissertation. The research must
address questions of significance to the disci-
pline of nursing.

SUMMARY OF DESIGN CREDITS
Nursing Theory (required core

courses) 14
Research and Statistics (required core

courses) 17

Electives 17

Dissertation Research 12

Total 60

In addition to the course requirements,
each student must successfully complete the
preliminary, comprehensive and final oral
examinations. The written preliminary exami-
nation, which is taken upon completion of
two semesters of full-time study (or the
equivalent), tests knowledge in the areas of
general nursing theory, analysis and construc-
tion of nursing theory and research
methodology and statistics. The comprehen-
sive examination is taken upon completion of
all required nursing courses and a minimum
of 42 credit hours of coursework. The exami-
nation has written and oral components and is
an integrative experience which allows evalua-
tion of the student's mastery of the chosen
area of specialization and of advanced nursing
theory, measurement and research. The final
oral examination is an oral defense of the
completed dissertation.

In accord with Graduate School policy,
the student must be admitted to candidacy for
the degree of Doctor of Philosophy within five
years of matriculation at least one year prior
to graduation. The student may apply for
admission to candidacy for the doctoral de-
gree following successful completion (with a
grade point average of 30 or above) of at least
42 credits of coursework, including all re-
quired courses; and successful completion of
preliminary and comprehensive examinations.

Resources

Over 90 community and health care agencies
cooperate with the program in providing sites
for clinical and role practicum experiences
and for the conduct of research. In some
instances, faculty have joint appointments with
the school and the agency.

Additional resources are available
through the offerings of other schools of the
health professions. Non-nursing courses also
may be taken on the College Park campus, at
the University of Maryland Baltimore County
(UMBC) campus or through University Col-
lege.

In addition to the Health Sciences Library,
students have access to the Enoch Pratt Free
Library of Baltimore, the Library of Congress
in Washington and the National Library of
Medicine in Bethesda, Maryland. (See The
School and Its Environment for descriptions
of other facilities and resources.)

Admission

Admission to graduate study at the University
of Maryland is the exclusive responsibility of
the Graduate School and the Dean for Gradu-
ate Studies and Research. Applications to the
graduate program in nursing are reviewed by
faculty in the student's area of concentration
and by the appropriate committee in the
School of Nursing. Recommendations for ac-
ceptance are then made by the committee to
the Dean for Graduate Studies and Research.

Any student who wishes to attend the
School of Nursing must apply for admission,
submit required credentials, and be accepted
for matriculation. Consideration is given to
academic work completed in other schools.
Personal references are required.

After an applicant has been accepted, a
faculty advisor is assigned. The advisor and
the student plan a program of study leading to
the degree. Course credits are officially ac-
cepted for the degree only after the student
has matriculated in the School of Nursing.

Senior students in their final semester of
work toward a bachelor's degree may be
offered provisional admission to the master's
degree program pending the receipt of a
supplementary transcript recording the satis-
factory completion of undergraduate
coursework and the awarding of the degree.
Likewise students in the final semester of a
master's degree program may be offered
provisional admission to the doctoral program
pending receipt of a final transcript indicating
completion of the degree.

Completed records of all previous work
must be received within three months follow-
ing the completion of such study and the
awarding of the degree. The student must
matriculate within 12 months after notification
of admission acceptance. If the student does
not acknowledge the acceptance, a new ap-
plication must be submitted for future
enrollment. Admission credentials and ap-
plication data are retained for one year only.

Admission Requirements

The student's previous academic work, per-
sonal qualifications and professional
experience are evaluated to determine if
prerequisites have been met. Prerequisite
courses do not carry credit toward the gradu-
ate degree. For admission, the applicant must
meet the requirements of both the Graduate
School and the nursing program. The nursing
program requirements for the master's degree
program are:

1. A baccalaureate degree with an upper
division nursing major from an NLN-
accredited program equivalent to that
offered at the University of Maryland.

2. Satisfactory completion of a course in
elementary statistics.

3. A photocopy of current licensure for the
practice of nursing in one state (or in a
foreign country).

4. Official scores on the aptitude portion of
the Graduate Record Examination (allow 6
to 8 weeks for receipt of test scores.)

5. Undergraduate grade point average (GPA)
of 30 on a 4.0 point scale. If GPA is
between 2.75 and 30, provisional accep-
tance may be considered if the candidate
demonstrates graduate study potential by
other means.

6. Evidence of personal and professional
qualifications from three professional in-
dividuals familiar with applicant's
academic ability, work experience, profes-
sional nursing contributions and potential
to achieve in graduate school. Suggested
sources for recommendations include
nurse educators, nurse administrators and
colleagues from other disciplines who
have worked with the applicant. Two of
the references must be from nurses.

7. Personal interviews are required for Pri-
mary Care Nursing and are encouraged by
all specialty areas.

8. Clinical nursing experience is required
for the following areas of concentration:
Administration, Education or Nursing
Health Policy — one year full-time; Com-
munity Health track if area of
concentration is a role area — one year in
a community health setting; Maternal-
Child Health track — one year in a mater-
nity/pediatric setting; Psychiatric track —
one year in a psychiatric setting; and
Primary Care — two years full-time. (Appli-
cants with somewhat less experience may
be accepted as part-time students if full-
time work experience is being pursued.)

9. Completion of an approved physical as-
sessment course is required for
Gerontological, General Medical-Surgical,
Trauma/Critical Care, Primary Care and
highly recommended for Maternal-Child
Health tracks.
10 A strong background in or recent review of
physiology/pathophysiology is highly re-
commended for Gerontological, Maternal-
Child, Medical-Surgical, Trauma/Critical
Care and Primary Care tracks.

The nursing program requirements for
the doctoral degree program are:

1. A master's degree with a major in nursing
from a program accredited by the National
League for Nursing.

2. At least one graduate-level course in re-
search and inferential statistics (minimum 3
semester credits).

3. A cumulative grade point average of 30 on
a 4.0 scale for all previous coursework (all
baccalaureate, master's and subsequent
coursework).

4. Satisfactory scores on the Graduate Record
Examination (aptitude portion) and the
Miller Analogies Test.

5. License to practice professional nursing in
at least one state (or in a foreign country).

6. Evidence of personal and professional qual-
ifications from at least three professionals
familiar with the applicant's ability, work
experience, contributions to nursing and
potential to succeed in the doctoral pro-
gram.

7. A personal interview.

It is highly recommended that prior to
matriculation in the doctoral program the
applicant will have completed graduate-level
courses in organizational theory and analysis
of the health care system and will have
completed one research study (master's thesis
or other individual or group research project).
Postbaccalaureate work experience as a regis-
tered nurse would enhance progression
through the program of study.

A limited number of students can be
admitted to the program each year; therefore,
admission is highly selective.

A written offer of admission from the
Graduate School will be sent to an applicant
who is recommended by the Doctoral Pro-
gram Committee. The offer will specify the
time of entrance which will normally coincide
with the requested starting time. Upon accep-
tance by the Graduate School, the applicant
should reconfirm enrollment intentions by
writing to the nursing program. If the appli-
cant is unable to enroll at the expected date, a
written request for a postponement of the
admission date is made through the School of
Nursing. The offer of admission lapses after
one year and a new application and fee must
be submitted to be reconsidered for admis-
sion.

The current offer of admission from the
Graduate School is used as a permit to
register. Permanent identification as a gradu-
ate student will be issued at the time of first
registration.

Admission Procedure: Admission forms
should be obtained from the Graduate School,
University of Maryland, 660 West Redwood St.,
Baltimore, MD 21201.

2. The following materials should be returned
directly to the Graduate School, University
of Maryland, 660 West Redwood St., Bal-
timore, MD 21201:

a. Two copies of the application for admis-
sion to the Graduate School.

b. Application fee.

c. Two sets of official transcripts from each
college and university attended. If applicant
is a diploma school graduate, transcripts of
the diploma coursework are also required.

d. Letters of reference from three profes-
sionals who know the candidate's
qualifications.

e. Official record of the results of: the Mil-
ler Analogies Test (test available through
testing services of most colleges and uni-
versities) for doctoral program; and the ap-
titude portion of the Graduate Record Ex-
amination (write to Graduate Record
Examination, Educational Testing Service,
Princeton, NJ 08540 for details).

3. Applications and supporting documents for
the master's degree program must be
received by July 1 for the fall semester, by
December 1 for the winter session and the
spring semester and by May 15 for the
summer session.

4. Applications for admission to the doctoral
program are reviewed twice a year. Ap-
plications and supporting documents
(including GRE scores, MAT scores, refer-
ences and transcripts) for the doctoral
program must be received by November 1
for the fall review and by March 1 for the
spring review. It is the doctoral nursing
program policy to admit students only in
the fall semester.

Categories of Admission: Applicants are of-
fered admission to the Graduate School in any
of the following categories.

1. Full graduate status: applicant meets all
requirements.

2. Provisional graduate status: applicant does
not meet all of the academic requirements
for full admission, but in the opinion of the
Graduate School and the Graduate Program
Committee, demonstrates potential for
graduate study. To qualify for continued
enrollment the student admitted provision-
ally must achieve a B grade or above in
every course during the first semester of
full-time study (the first 12 credits for part-
time students). Full status will be granted
upon attainment of a B grade or better in
every course in the first semester of full-
time study (minimum of 9 credits) or in
the first 12 credits of pan-time study.

3. Provisional admission with additional spec-
ified departmental requirements: full
graduate status will be granted upon attain-
ment of the program's specified
requirements.

4. Incomplete admission: information on the
applicant is incomplete; admission status
will be determined on receipt of the
completed information.

5. Nondegree graduate status: applicant may
enroll on a "coursework only" basis for a
specified period of time if the applicant's
record meets Graduate School standards. If
a nondegree student subsequently wishes
to enter the degree program, reapplication
is necessary. Consideration may be given at
a later date to the application of credits
earned toward a degree program while in
this status, but there is no assurance that
such requests will be granted. If granted, a
maximum of six credits may be transferred.

Admission is granted by the dean for
graduate studies and research and is con-
firmed by enrollment in the term for which
admission is approved.

Part-Time Study

Students eligible for admission, but who are
able to devote only a portion of their time to
graduate study, are subject to the same priv-
ileges and matriculation requirements as full-
time students. Part-time students are urged to
assume responsibility for program planning
with an advisor. In the doctoral program, part-
time study is available; however, full-time
enrollment at the University of Maryland is
required during two consecutive semesters.

A graduate student who is in good
standing at another institution may apply to
enroll for a single course or summer session
(see Categories of Admission in the Graduate
School catalogue).

Foreign Students

Students from foreign countries who show
evidence of education equivalent to a bac-
calaureate degree in nursing may be
considered for admission to the master's
degree program. Likewise those with educa-
tion equivalent to a master's degree in nursing
may be eligible for admission to the doctoral
degree program. All applicants who are not
citizens of the United States are classified as
foreign students for admission purposes (see
the Graduate School catalogue for further
information).

Graduate Student Organizations

Graduates in Nursing (GIN) is an organization
of all the students in the graduate program in
the School of Nursing. The purposes of the
organization are to foster unity among gradu-
ate students; to aid in the pursuit of individual,
institutional and professional goals; and to
enhance communication among students, fac-
ulty and the community. Student
representatives function in a liaison capacity
by serving on various school and university
committees. GIN serves the graduate student
body through orientation programs, a monthly
newsletter, education and social functions and
the establishment of ad hoc committees when
student, faculty and community needs arise.

As a focal point for graduate student
awareness, the UMAB Graduate Student Asso-

ciation (GSA) is comprised of one
representative from each department on cam-
pus that offers a graduate degree. Its main
purpose is to promote a better graduate
student life by providing efficient orientation
of new students, communicating research
interests across departmental lines and provid-
ing a channel for the communication of
graduate student concerns to the dean for
graduate studies and research and to the
Graduate Council. The Graduate Student Asso-
ciation chooses one of its own members each
year to serve as a voting member of the
Graduate Council and also elects representa-
tives to the UMAB Senate.

Employment Opportunities

Graduates of the master's degree program of
the University of Maryland have a variety of
employment opportunities. Surveys of recent
graduates indicate 100% employment. Approx-
imately 60% of these graduates are employed
in hospitals, 30% as faculty in schools of
nursing and 10% in other areas including
nursing homes, community mental health and
public health clinics. Salaries vary with the
type of position, the setting, the geographical
areas and the individual graduate's profes-
sional experience. Beginning salaries in the
Baltimore-Washington, D.C., area for new mas-
ter's graduates range from $24,000 to $32,000
per year.

Doctorally prepared nurses are in great
demand throughout the nation as administra-
tors, faculty and researchers. Salaries vary with
the particular position, the geographical area
and the individual background of the candi-
date but range from $30,000 to $45,000 per
year.

Graduate Courses

NURS 602 Conceptual Framework for Nurs-
ing Practice (5). An introduction to the artic-
ulation of a philosophy of nursing to a con-
ceptual framework for nursing practice. Our
philosophy states that the personal, cognitive
and physical expressions of health interact
throughout life and unfold in dynamic inter-
play with the environment. The two-credit
theory session each week is a coordinated ap-
proach by representative departmental fac-
ulty in which the study of scientific concepts
which influence man's expressions of health
is emphasized. The other three credits pro-
vide a departmentally supervised clinical
practicum with emphasis on assessment and
on evaluation of nursing interventions or reg-
ulatory processes. (Kreider and Faculty)

NURS 603 Evaluation of Patient Care: A
Clinical Perspective (3). An opportunity for
students to synthesize a framework for eval-
uating health and nursing care. Emphasis is on
the analysis of structure, process and out-
comes of nursing care in terms of the
personal, physical and cognitive expressions
of health. It is designed to supplement the
core courses as well as other clinical courses
by presenting quality assurance methods, cri-
teria and standards. Prerequisites: NURS 602
and 701 or permission of instructor. (Walker)

NURS 604 Organizational Behavior and Role
Fulfillment (3). An exploration and analysis of
commonalities inherent in nursing practice in
various roles. Content from systems, role,
organizational behavior, consultation, learning
and change theories provides the basis for
synthesis into a conceptual framework of
practice in teaching, clinical practice and
administration. (Faculty)

NURS 606 Influential Forces, Health Care and
Health Care Systems ( 2 ). The identification
and analysis of the economic, social, political
and educational forces which influence the
health of man, affect the health care deliver)'
system and produce changes in nursing.
(Faculty)

NURS 607 Alcoholism and Family Systems
(3). The theory content and clinical practicum
of this course are designed for the study of
alcoholism and the concomitant family pat-
terns of organization. The course emphasizes
the use of regulatory processes for the resto-
ration of optimal balance within the family
and between the family and its environment,
the recruitment of family members into treat-
ment and the prevention of illness among
vulnerable family members. (Eells)

NURS 608 Special Problems in Nursing (1-3).
Provides for alternative learning experiences:
independent study; development of specific
clinical competencies; classes focusing on a
variety of special interest topics or topics of an
interdepartmental nature. Registration upon
consent of advisor. Students may register for
one to three credits per semester with a
maximum of six credits per degree. (Faculty)

NURS 611 Introduction to Primary Care
Nursing (2). Emphasizes the development of
the expanded nursing role and builds on
assessment skills and on knowledge acquired
in NURS 602. It provides opportunity to
collect and analyze data with a variety of skills
and techniques that expand the nursing pro-
cess for the health of adults. Prerequisite or
concurrent: NURS 602, NPHY600. (Faculty)

NURS 613 Clinical Diagnosis and Manage-
ment I (4). Prepares the student to function at
a beginning level as a nurse practitioner in an
ambulatory setting. This is the first of two
sequential courses which focus on different
sets of health problems. The student applies
the nursing process through diagnosis, devel-
oping plans of care and implementing nursing
strategies to promote personal, cognitive and
phvsical health of clients with common health
problems. Prerequisites: NURS 611, NPHY 600.
Open to majors only. (Faculty)

NURS«6l4 Clinical Diagnosis and Manage-
ment II (4). Prepares the student to function
as a nurse practitioner in an ambulatory
setting with clients who have complex health
problems. This is the second of two sequential
courses which apply the nursing process
through communication and assessment skills,
interpreting findings, applying laboratory diag-
nostic methods, developing plans of care and
implementing nursing strategies to promote
personal, cognitive and physical health of
clients. Prerequisite: NURS 613- Open to ma-
jors only. ( Faculty)

NURS 615 Advanced Primary Health Care (5).
An intensive applied clinical experience and
seminar sessions designed to assist the student
in analyzing multiple variables in health and
disease and, through a problem-solving ap-
proach, in determining an optimal plan in
relation to both short- and long-term goals.
The emphasis is on increased independence
and decisionmaking in an interprofessional
environment. Prerequisite: NURS 614. Open to
majors only. (Faculty)

NURS 618 Special Problems in Primary Care
(1-6). An independent study experience which
allows students in the primary care depart-
ment to develop special competencies or
obtain in-depth clinical experience. Students
outside the department may elect this experi-
ence to study selected concepts relating to
primary care nursing. Registration upon con-
sent of advisor. Students may register for
varying units of credit ranging from one to
three credits per semester with a maximum of
six credits per degree. (Faculty)

NURS 621 Medical-Surgical Nursing 1(2). The

first level Medical-Surgical Nursing course
focuses on systematic exploration of concepts
that are particularly pertinent to adult clients
with physical alterations. The concepts are
developed within the graduate program
framework; interrelationships among concepts
are determined and clinical implications are
considered. Values, beliefs and attitudes about
nursing, health, and illness are explored. Pre-
requisite or concurrent: NURS 602 and NPHY
600. (Faculty)

NURS 622 Medical-Surgical Nursing II (4).
Building on NURS 602 and 621, this course
focuses on the articulation of selected con-
cepts with the development, implementation
and evaluation of regulatory processes from
the perspective framework. The practicum
gives students an opportunity to test the
presented theory within a clinical perspective,
to strengthen and extend previously acquired
knowledge and skill and to progress toward
attainment of individual clinical goals. Prereq-
uisite: NURS 621. (Faculty)

NURS 623 Trauma/Critical Care Nursing I

(2). This first-level course focuses on the
exploration and application of the graduate
nursing program framework as a basis for
trauma/critical care nursing practice. Altera-
tions and interrelationships of selected
concepts are considered in conjunction with
appropriate regulatory processes. Clinical ap-
plications and research implications are
discussed with consideration of the critical
care environment and specific patient charac-
teristics. Prerequisite or concurrent NURS 602,
NPHY 600 (Faculty)

NURS 624 Trauma/Critical Care Nursing II
(4). This second-level course continues to
examine the theory and practice of trauma/
critical care nursing wihtin the graduate nurs-
ing framework. The course includes a clinical
practicum which offers the opportunity to test
course theory, expand collaborative and ad-
vanced nursing skills and progress toward
achievement of individual professional goals.
Prerequisities: NURS 623 and NPHY 620 or
instructor permission. (Faculty)

NURS 625 Introduction to Gerontological
Nursing (2). Traces, via an historical perspec-
tive, the beginnings of the science of
gerontology and gerontological nursing. The
focus is on implications for nursing in regard
to the myths and misconceptions, current
health care problems and the influence soci-
etal thinking has had on attitudes and interests
regarding the elderly. Prerequisite: NURS 602
(Stilwell and Faculty)

NURS 626 Processes of Aging: Implications
for Nursing Care (4). An in-depth analysis of
specific concepts related to the cognitive,
physical and psychosocial health care prob-
lems of the aged. The emphasis in exploring
these concepts is on assessment meth-
odologies and nursing care strategies which
are designed to assist the aged person to cope
with alterations in the expressions of health
related to the aging process and, where
possible, to prevent the occurrence of altera-
tions in health. (Stilwell and Faculty)

NURS 628 Special Problems in Medical-
Surgical Nursing (1-3). Provides alternative
learning experiences: independent study; de-
velopment of specific clinical competencies;
classes focusing on a variety of special topics
or topics of an interdepartmental nature
within the broad category of medical-surgical
nursing. Registration upon consent of advisor.
Students may register for varying amounts of
credit ranging from one to three credits per
semester with a maximum of six credits per
degree. (Faculty)

NURS 631 Maternal and Infant Nursing 1(2).

First of a two-semester sequence. A conceptual
approach which focuses on extensive under-
standing of nursing in society's total program
of maternal health services with emphasis on
increased practitioner skills for independent
and collaborative components of professional
nursing of mothers and infants. Prerequisite:
NURS 602. (Faculty)

NURS 632 Maternal and Infant Nursing II (4).
Focuses on extensive knowledge and under-
standing of maternal care and on gaining
increased collaborative and practitioner skills
in professional nursing within interdisciplin-
ary health agencies and institutions. Second
semester of a two-semester sequence. Prereq-
uisites: NURS 602 and NURS 631. (Faculty)

NURS 638 Special Problems in Maternity
Nursing (1-3). Provides for alternative learn-
ing experiences: independent study;
development of specific clinical competencies;
classes focusing on a variety of special interest
topics or topics of an interdepartmental nature
within the broad category of maternity nurs-
ing. Registration upon consent of advisors.
Students may register for varying amounts of
credit ranging from one to three credits per
semester with a maximum of six credits per
degree. (Faculty)

NURS 641 Nursing of Children 1(2). First
semester of a two-semester sequence. Focuses
on extensive knowledge and understanding of
nursing in society's total program of child
health services and on gaining increased
practitioner skills in professional nursing of
children. Prerequisite: NURS 602. (Faculty)

NURS 642 Nursing of Children II (4). Focuses
on extensive knowledge and understanding in
society's total program of child health services
and in gaining increased collaborative and
practitioner skills in professional nursing of
children. Second semester of a two-semester
sequence. Prerequisite: NURS 602 and NURS
641. (Faculty)

NURS 648 Special Problems in Nursing of
Children (1-3) Provides alternative learning
experiences: independent study; development
of specific clinical competencies; classes focus-
ing on a variety of special interest topics or
topics of an interdepartmental nature within
the broad category of nursing of children.
Registration upon consent of advisor. Students
may register for varying amounts of credit
ranging from one to three credits per semes-
ter with a maximum of six credits per degree.
(Faculty)

NURS 650 Foundations for Psychiatric Nurs-
ing 1(2). First half of a two-semester course
which provides graduate students in psychi-
atric nursing with a theoretical basis for
clinical practice, an overview of multiple
schools of psychotherapy and a matrix within
which to integrate concepts for Core I (NURS

602) which are particularly relevant to psychi-
atric nursing. The course content encourages
the student to view the client developmentally
in order to assess his/her or the family's
problem(s) and to choose therapeutic inter-
ventions that are grounded either in theory or
in knowledge generated from empirically
tested data. Offered fall semester. (Faculty)
NURS 651 Individual Therapy (3). Individual
therapy builds upon the interpersonal and
analytic skill developed in the clinical portion
of NURS 602. This course examines specific
types of ineffective social behaviors as well as
personality disturbances and their treatment
within the contexts of psychiatric and nursing
literature. (Robinson)

NURS 652 Group Theory and Practice 1(3).
Provides the basis for a conceptual framework
in group psychotherapy. Emphasis is placed
on the application of theory to group practice.
Included is the study of the therapist's role in
the development of technical and communica-
tion skills in group work. Each student is
required to co-lead a group approved by the
faculty. (Faculty)

NURS 653 Group Theory and Practice II (3).

Designed to further develop the student's
theoretical and clinical expertise in group
work and group psychotherapy. Emphasis is
placed on the role of the therapist in the
integration and utilization of theoretical con-
cepts to clinical group practice and in
developing skills in supervision. Specialized
group therapy techniques and research as
related to group practice are reviewed. Each
student is required to co-lead a group ap-
proved by the faculty. Prerequisite: NURS
652. (Faculty)

NURS 654 Liaison Nursing 1(3). Students
gain skills in therapeutic interaction with
hospitalized, physically ill patients based upon
their assessment of the patient's psychological
needs and an evaluation of appropriate vehi-
cles for their gratification. Goals are
established which take into consideration
physiological versus psychological priorities,
assigning weights in terms of immediacy of
need. The hospital is viewed as a social
system, and means of interacting effectively in
it are explored. Offered fall semester (Robin-
son)

NURS 674 Community Health Nursing within
the Health Care System ( 2 ). Focuses on the
relationship between the health level of the
community and the organization of the health
care system. Social and political forces and
major public policies that are shaping the
organization and delivery of community
health nursing services will be analyzed. An
examination of theory, research, governmental
and other professional documents will pro-
vide the basis for discussion as to how
effective and efficient services can be ach-
ieved. Various systems of health care
organization will be compared in terms of
health level, structure and reimbursement
mechanisms. Open to non-nursing majors
with permission of instructor. Offered spring
semester. (Ruth)

NURS 675 Community Health Nursing III (2).
A required third-level departmental course for
students whose area of concentration is com-
munity health nursing. It is given concurrently
with the practicum in role preparation. While
the emphasis is upon intervention strategies
and regulatory processes in community health
nursing, content related to public health
administration is discussed and includes areas
such as reimbursement mechanisms, legisla-
tion and regulation and standards of practice.
Students will plan, implement and evaluate a
health program of primary prevention in their
selected communities. Prerequisites or con-
current: NURS 604 and NURS 673. Offered fall
semester. (Strasser)

NURS 676 Community Health Groups: Lead-
ership Strategies (2). The theory content and
practicum of this course offer learning experi-
ences particularly pertinent and applicable to
working with well families and health-ori-
ented community groups. The course is
designed to provide graduate students in
community health nursing and other specialty
areas an opportunity to gain additional skills
in the use of group leadership strategies to
bring about change toward defined goals and
objectives. Prerequisite: Basic course in group
dynamics; permission of instructor. Open to
non-nursing majors. Offered spring semester.
(Strasser)

NURS 678 Special Problems in Community
Health Nursing (1-3). Provides alternative
learning experiences: independent study; de-
velopment of specific clinical competencies;
classes focusing on a variety of special interest
topics or topics of an interdepartmental nature
within the broad category of community
health nursing. Registration by consent of
advisor. Students may register for varying
amounts of credit ranging from one to three
credits per semester with a maximum of six
credits per degree. (Faculty)

NURS 680 Curriculum and Instruction in
Nursing Education ( 3 )■ Combines the ele-
ments of the curriculum process with
instructional principles and methodologies
through both faculty- and student-conducted
seminars. It is designed to assist the student in
the understanding and application of the
foundations and methods of curriculum devel-
opment. Prerequisite or concurrent: NURS
604. (Faculty)

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NURS 682 Practicum in Teaching in Nursing
(3). Experience in clinical and classroom
settings promotes the opportunity for devel-
opment and increased skill in the total
teaching/learning process. An analytical ap-
proach to teaching effectiveness is
emphasized. Placement in junior colleges,
baccalaureate programs or in-service settings
is arranged according to track selected. Pre-
requisite: NURS 604 and two semesters of
clinical coursework. Prerequisite or concur-
rent: NURS 680. (Faculty)

NURS 683 Practicum for Clinical Specialist in
Nursing (4). Supervised experience is pro-
vided by each clinical department which will
prepare the graduate student to function in
the role of clinical specialist. Placement may
be in community or home settings, chronic
and long-term care facilities as well as inten-
sive care units. Prerequisite: Two semesters of
clinical coursework. Prerequisite or concur-
rent: NURS 684. (Faculty)

NURS 684 Seminar in Nursing — Clinical Spe-
cialization ( 2 ). Focuses on increasing
organizational behaviors to function effectively
as clinical nurse specialists. Particular attention
is given to improving the delivery of health
care to consumers through consultation,
teaching, research and clinical practice in
medical-surgical, maternal-child health, psy-
chiatric, gerontological and community health
nursing. Prerequisite or concurrent: NURS
604. (Faculty)

NURS 685 Instructional Skills (3). This
course, conducted by means of microteaching
lab, fosters the development and analysis of
selected teaching skills directed at predeter-
mined levels of functioning in the cognitive,
affective and psychomotor domains. Prerequi-
site: NURS 604 and two semesters of clinical
coursework. Prerequisite or concurrent: NURS
680. (Heller)

NURS 688 Special Problems in Nursing Edu-
cation (1-3). The major objectives of this
independent study experience are to develop
further competencies in the area of teaching.
Registration upon consent of advisor. Student
may register for one to three credits per
semester with a maximum of six credits per
degree. (Faculty)

NURS 689 Special Problems in Clinical Spe-
cialization (1-3). The major objectives of this
independent study experience are to develop
further competencies in the areas of clinical
specialization. Registration upon consent of
advisor. Students may register for one to three
credits per semester with a maximum of six
credits per degree. (Faculty)

NURS 690 Managerial Health Finance (3).

Focuses on the role and responsibility of the
administrator in fiscal management of health
care institutions in both the public and private
sectors. Training is provided in resource
management and accountability. Conceptual
and practical issues related to health care
economics, financial management and budget
preparation will be stressed. Prerequisite:
NURS 604. (Faculty)

NURS 692 Administration of Nursing Service
(2). Examination and application of admin-
istrative processes employed in nursing
service settings. The independent and interde-
pendent functions of nurse administrators in
an organization, at various levels of decision
making, are identified and analyzed. Prerequi-
site: NURS 604. (Faculty)

NURS 693 Practicum in Nursing Service Ad-
ministration (4) Field placements provide
for synthesis of learning through observation
of and participation in administrative ac-
tivities. Placements are arranged to support
skill development in keeping with the stu-
dents career goals. Regular conferences with
university instructors and field preceptor en-
rich the student's learning opportunity. Pre-
requisite: NURS 692. (Faculty)

NURS 696 Cases and Concepts in Nursing
Administration (2). This second-level course
is required for students whose major area of
concentration is Administration of Nursing
Service and is an elective open to all other
students. The course focuses on administrative
cases and is designed to assist the student in
exploring administrative concepts and analyz-
ing administrative situations. Prerequisite:
NURS 604. (Faculty)

NURS 697 Nursing and Health Policy (2).
Focuses on formulation and implementation
of health policy viewed from an historical
perspective and on examination of selected
current issues. Attention will be given to the
role of nurses in influencing policy' decisions.
Prerequisite POSI 601. Open to majors only.
(Faculty)

NURS 698 Special Problems in Nursing Ad-
ministration (1-3)- The major objective of this
independent study experience is to develop
further competencies in the area of admin-
istration. Registration by consent of advisor.
Student may register for one to three credits
per semester with a maximum of six credits
per degree. (Faculty)

NURS 699 Practicum in Nursing and Health
Policy (4). This course is the last in the
nursing health policy major. Practical experi-
ence in selected agencies will reinforce and
enhance analytic skills needed in policy for-
mulation and implementation. Placement will
be in accord with students' special interests in
the nursing health field. Prerequisite: NURS
697. (Faculty)

NURS 701 Research Methods and Materials in
Nursing (3). One four-hour lecture/lab a
week. Includes basic understandings of the
philosophy of research, the nature of scientific
thinking and methods of research study.
Prerequisite: Basic statistics. (Faculty)

NURS 702 Application of Inferential Statistics
to Nursing Research Designs ( 2 ). Emphasizes
the requirements and interpretation of in-
ferential procedures widely used in nursing
research designs. Statistical computer pro-
grams are utilized with actual nursing data.
Selection of the most appropriate procedure
is stressed. Data analyses, including bivariate
correlation, partial correlation, one-way
ANOVA, ANCOVA, multiple regression and
various nonparametric analyses are studied.
Instrument reliability is computed and an
overview of other procedures is presented. A
pragmatic rather than mathematical approach
is used. A three-hour session each week
combines lecture and lab. Prerequisite: NURS
701. (Faculty)

NURS 704 Program Evaluation in Nursing

(3). This elective course introduces students
to various models and approaches available
for the evaluation of nursing programs in both
educational and service settings. Class discus-
sions focus on the components of various
models, their relative strengths and weak-
nesses and their utility for the evaluation of
nursing programs. Opportunities to assess
program evaluation efforts in nursing are also
provided. Prerequisite-. Permission of instruc-
tor. (Waltz)

NURS 708 Special Problems in Nursing Re-
search (1-3). The major objective of this
independent study experience is to develop
further research competencies. Registration
upon consent of instructor. Variable amounts
of credit ranging from one to three per
semester may be taken with a maximum of six
credits per degree. (Faculty)

NURS 710 Health Supervision of the Well
Child 1(3)- The first of two sequential courses
which focus on health promotion and health
maintenance for children, this course deals
primarily with the health needs of children
during the first five years of life. The student
will function at a beginning level as a nurse
practitioner in an ambulatory setting. Empha-
sis is placed on application of the nursing
process: assessing the physical, personal and
cognitive expressions of health of well chil-
dren during the first five years of life within
the context of their family environments;
developing plans of care based on knowledge
of the cultural patterns of the family and of the
predominant pattern of organization of the
child's expressions of health, implementing
and evaluating nursing strategies to promote
health and development. Prerequisite: NURS
602, NURS 611 or permission of instructor.
(Faculty)

NURS 711 Health Supervision of the Well
Child II (3). This is the second of two
sequential courses which apply the conceptual
framework of the graduate program and the
nursing process through communication and
assessment skills, developing plans of care,
implementing and evaluating the use of se-
lected regulatory processes to promote the

personal, cognitive and physical health of
children. The course focuses on the health
needs of school-age children and adolescents.
Normal growth and development are empha-
sized. Prerequisite: NURS 710 or permission of
instructor. (Faculty)

NURS 713 Common Health Problems of
Children 1(4). This is the first of two
sequential courses which focus on selected
health problems of children frequently en-
countered in ambulatory settings and the
underlying alterations in health equilibrium.
Emphasis is placed on problem identification,
application of appropriate regulatory pro-
cesses and evaluation of the effectiveness of
intervention. Prerequisite: NURS 602, NURS
611 or permission of instructor. (Faculty)

NURS 714 Common Health Problems of
Children II (4). The focus of this second of
two sequential courses is selected health care
problems of children and the underlying
alterations in health. The problems consid-
ered will be of a more complex nature.
Problem identification, application of appro-
priate regulatory processes and evaluation of
the effectiveness of intervention are empha-
sized. Prerequisite: NURS 713 or permission of
instructor. (Faculty)

NURS 715 Advanced Primary Care of Chil-
dren (5). Designed to assist the student to
integrate and synthesize the material from all
coursework, material previously learned and
some new concepts relevant to the pediatric
nurse practitioner in primary care. Clinical
experiences require that the student assume a
more independent role in assessing and
managing the health care of children from
birth to adolescence as pan of a multi-
disciplinary health care team. Prerequisites:
NURS 711 and NURS 714. (Faculty)

NURS 721 Psychophysiological Interventions
in Nursing (3). An overview of the psycho-
physiological interrelationships commonly
seen in patients manifesting symptomatology
such as hypertension, low back pain, head-
aches and arthritis. Psychophysiological
models unique to advanced nursing assess-
ment and intervention within a family systems
framework are examined, practiced and ap-
plied to actual client situations. Prerequisite:
NURS 602 (Thomas)

NURS 750 Foundations for Psychiatric Nurs-
ing II (2). This second half of a two-semester
course provides graduate students in psychi-
atric nursing with a theoretical basis for
clinical practice, an overview of multiple
schools of psychotherapy and a matrix within
which to integrate concepts for Core I which
are particularly relevent to psychiatric nursing.
The course content encourages the student to
view the client developmentally in order to
assess his/her or the family's problem(s) and
to choose therapeutic interventions that are
grounded either in theory or in knowledge
generated from empirically tested data. Of-
fered spring semester. (Faculty)

NURS 754 Liaison Nursing II (3). The second-
level course in psychiatric liaison nursing
presents material relevent to specific patient
populations which are targeted by the liaison
practitioner. In the latter half of the course,
the student begins to explore those issues
involved in working with nursing staff, rather
than directly with patients to meet the latter 's
psychological needs. In addition, liaison re-
search projects that were identified in the
first-level course will be further developed to
meet seminar paper or thesis requirements.
Prerequisite: NURS 654. (Robinson)

NURS 755 Families in Trauma/Critical Care
Settings (3). Introduces students to the system
theory orientation for understanding human
functioning as well as to the application of this
orientation to personal, patient/family and
critical care delivery systems. The family is the
unit of study and the personal expression of
health is emphasized. The course includes a
seminar focused on defining systems theory

and its application to issues and situations in
trauma/critical care nursing and supervised
clinical work with patients/families. Prerequi-
sites: NURS 602 and permission of instructor.
(Faculty)

NURS 770 Strategies for Legal-Ethical Dilem-
mas in Nursing (2). Designed to explore and
analyze legal and ethical dimensions of nurs-
ing interventions with the context of selected
professional issues such as autonomy, privacy,
justice, power, responsibility, self-regulation,
confidentiality, use of human subjects and
informed consent. The process of identifying
issues, taking and supporting positions and
selecting effective nursing strategies will be
stressed. The interface of law, ethics and
nursing is the primary focus of the course.
Prerequisite: NURS 602 or permission of
instructor. (Faculty)

NURS 799 Master's Thesis Research (1-6).

(Faculty)

NURS 801 Conceptual Basis for Nursing (2).
Provides experience in conceptualizing
health-related behavior as an initial step in
nursing research. Biological, psychological,
cognitive and social dimensions of selected
concepts relevant to nursing practice are
examined theoretically and operationally. The
interrelatedness of these dimensions is viewed
as constituting a major focus in the study of
man from a nursing perspective. (Kreider and
Faculty)

NURS 802 Analysis of Direct Nursing Action

(4). Clinical settings will be utilized for the
examination of client states and nursing ac-
tions. From a theoretical perspective students
will develop and implement a plan for study
of nursing actions and the client states which
are stimuli for and responses to nursing
actions. Prerequisite: NURS 801 (Kreider and
Faculty)

NURS 803 Conceptualization of Nursing Sys-
tems (2). An overview of the social, political
and organizational contexts within which
nursing is practiced and taught. Includes an
introduction to and comparison of organiza-
tional and systems theories, and consideration
of organizational problems of particular im-
portance to the practice and teaching of
nursing. (Jacox)

NURS 804 Analysis of Indirect Nursing Action
(4). The processes by which national health
and nursing policies are determined and
organizational problems of particular impor-
tance to the practice and teaching of nursing
are analyzed. Emphasis is placed on factors
which influence the acquisition and use of
nursing resources, the regulation of nursing
practice, authority and decision making and
conflict management in organizations. Prereq-
uisite: NURS 803. (Jacox)
NURS 805 Analysis and Development of
Nursing Theory (4). Philosophical bases for
nursing theory are analyzed and several meta-
theoretical approaches to theory development
are studied. Extant nursing theories are ana-
lyzed, compared and evaluated. Prerequisite:
NURS 602 or equivalent. (Lenz and Suppe)
NURS 806 Seminar in Nursing Science (2).
Philosophical, theoretical and professional is-
sues to be considered in discovering and
verifying nursing knowledge are addressed.
Approaches to theory development in nursing
are examined and applied. Prerequisite: NURS
805. (Lenz and Suppe)

NURS 811 Measurement of Nursing Phenom-
ena (3). The theoretical basis of measurement
will be presented as a foundation for the
development and evaluation of measurement
tools for use in nursing research. Types of
measures, techniques of construction, the -
statistical analysis of reliability and validity and
strengths and limitations for use of selected
measures in nursing research will be pre-
sented. Nursing research studies will be
evaluated relative to measurement theory.
Tools and procedures, including those used to
measure affective, cognitive, behavioral and

physiological aspects of selected concepts, will
be evaluated. Prerequisites: NURS 702, NURS
813 or equivalent. (Waltz)
NURS 812 Seminar in Nursing Measurement
(3). The theoretical basis of measurement will
be applied in a highly individualized experi-
ence in the development and testing of an
instrument to measure a selected concept of
relevance in nursing research. The seminar
will provide the opportunity for discussion of
problems, issues and strategies involved in
tool construction and validation and for the
sharing of experiences. Prerequisites: NURS
811 and NURS 813. (Waltz)
NURS 813 Design of Nursing Research (3).
The emphasis in this course is on the acquisi-
tion of methods and techniques for extending
the scientific base of knowledge for nursing
practice. Research studies, taken from the
health care literature, which address questions
of impact to nursing will serve as foci for
discussion throughout the term. Research
designs and related statistical procedures will
be examined in terms of their appropriateness
for addressing various nursing problems.
Small-scale research projects will be carried
out in order to facilitate acquisition of de-
sired skills. (Wolfe and Prescott)

NURS 815 Advanced Seminar in Nursing
Research ( 3 > Emphasis is on use of quali-
tative research methods and pre- and quasi-
experimental designs and related statistical
procedures for the study of nursing prob-
lems. Included are evaluation research strat-
egies, issues of research control in field set-
tings and major sampling procedures.
Prerequisites or concurrent: NURS 813, COMP
601 or equivalent. (Prescott)

NURS 818 Special Topics in Nursing Research

(1-3). A directed individually planned re-
search experience which provides doctoral
students the opportunity to work collab-
oratively with a faculty member on an
ongoing research project. Specific require-
ments and credit are determined by
contractual agreement; repeatable to a maxi-
mum of six credits. (Faculty)
NURS 888 Special Problems in Direct Nursing
(1-3). Students select a topic of particular
professional interest within the sphere of
direct nursing, to be studied with a graduate
faculty member with special competence in
the subject area. Specific objectives and re-
quirements are determined by contractual
agreement prior to registration. Repeatable to
a maximum of six credits. (Faculty)
NURS 898 Special Problems in Indirect Nurs-
ing (1-3). Students select a topic of
professional interest within the sphere of
indirect nursing, to be studied with a graduate
faculty member with special competence in
the subject area. Specific objectives and re-
quirements are determined by contractual
agreement prior to registration. Repeatable to
a maximum of six credits. (Faculty)
NURS 899 Doctoral Dissertation Research
(1-12). Variable credit. (Faculty)

NPHY 600 Human Physiology and Pa-
thophysiology (3). Focuses on the study of
selected areas in normal human physiology
and pathophysiology. Emphasis is placed on
the analysis of normal function using a prob-
lem-solving process. Major regulating and

integrative mechanisms and examples of non-
optimal to pathological function are
elaborated to elucidate a conceptual approach
to the physiologic basis of nursing practice.
The course builds upon a basic knowledge of
physiology. (Faculty)

NPHY 608 Topics in Physiology: Reproduc-
tion and Neonatal Physiology (2). Builds
upon the concepts developed in NPHY 600 to
provide more extensive knowledge of human
reproduction and the physiologic function of
the newborn infant. Selected examples of
pathophysiology will also be presented. The
focus is upon developing a scientific client
assessment of needs and selecting regulatory
processes for the care of clients with complex
physical needs. Concepts addressed include:
reproduction, growth, oxygenation, circula-
tion, motion, motility and elimination.
(Faculty)

NPHY 610 Methods and Principles of Applied
Physiology (3). Designed to provide the
student with a deeper base of scientific
knowledge that correlates physiology and
corresponding alterations to a process of
clinical diagnosis and management. The
course elaborates upon specific pathos princi-
ples and a study of disease entities. It also
provides exercises in applying epidemiologi-
cal knowledge in clinical practice and
preventive health settings. Prerequisite: NPHY
600 (Faculty)

NPHY 620 Physiological Alterations in the
Critically 111 Patient (3). Includes lectures
defining and describing alterations in the
physiological processes commonly seen in
trauma/critically ill patients and application of
this theory base through supervised clinical
experience in a trauma/critical care unit. The
course is designed to enhance the student's
assessment skills and knowledge base of
pathophysiological findings. The patient is the
unit of analysis and the physical expression of
health is emphasized. Prerequisites: NPHY 600
and NURS 602. (Faculty)

CONTINUING EDUCATION
PROGRAM

The Continuing Education Program is de-
signed to facilitate the lifelong learning
process of individual nurses and provides an
essential bridge between the School of Nurs-
ing and the nursing community in Maryland.
The program offers national, regional and
local workshops, short courses and seminars
which build upon the basic preparation of the
registered nurse and enhance or update
knowledge and professional competence in
the deliver}' of health services. As a result of
the expanding decision making respon-
sibilities now confronting nurses, the program
provides for opportunities to learn about new
concepts in professional nursing and brings
participants into dialogue with colleagues in
the nursing profession as well as experts in
related -fields. The program also provides in-
house educational offerings and consultation
to health care agencies in the state. Such
offerings are designed to meet specific agency
needs.

Activities are coordinated with other pro-
fessional groups, institutions and health-
related agencies in the state to encourage
cooperative planning and interprofessional
programming.

The School of Nursing Committee for
Continuing Education serves in an advisory
capacity for program development and evalua-
tion. Faculty members participate in planning
for and teaching in specific offerings and
serve as consultants as appropriate.

*flT

Appropriate continuing education units
(CEUs), based upon guidelines and criteria
established by the National Task Force on the
Continuing Education Unit, are awarded to
participants completing offerings sponsored
or co-sponsored by the School of Nursing.

ADMINISTRATION AND
FACULTY

University of Maryland
Board of Regents

The Honorable Wayne A. Cawley, Jr., Ex Officio

John W. Carlson, 1985

A James Clark, 1986

Betty R. Coss, 1988

Ralph W. Frey, 1986

Frank A. Gunther, Jr., 1987

The Honorable Blair Lee III, 1985

George V. McGowan, 1989

A Paul Moss, 1988

Allen L. Schwait, 1989

Barbara M. Simmons, 1985

Constance C. Stuart, 1985

Albert W. Turner, 1985

John W. T. Webb, 1985

Central Administration

John S. Toll, Ph.D., President

Albert H. Bowker, Ph.D., Executive Vice President

Rita R. Colwell, Ph.D., Vice President for Academic
Affairs

Frank L. Bentzjr., Ph.D., Vice President for Agri-
cultural Affairs and Legislative Relations

Donald L. Myers, M.B.A., Vice President for General
Administration

David S. Sparks, Ph.D., Vice President for Graduate
Studies and Research

Robert G. Smith, M.A., Vice President for University'
Relations

Leroy Keith, Jr., Ed.D., Vice President for Policy and
Planning

University of Maryland at
Baltimore

Edward N. Brandt, M.D., Ph.D., Chancellor
John M. Dennis, M.D., Vice Chancellor, Academic

Affairs
George Stuehler, Sc.D., Vice Chancellor, Admin-
istration
Morton I. Rapoport, M.D., President, University of

Maryland Medical System
Errol L. Reese, D.D.S., Dean, Dental School
Ross WI. Kessel, Ph.D., Acting Dean, Graduate

School
Michael J. Kelly, LL.B., Dean, School of Law
John M. Dennis, M.D., Dean, School of Medicine
Nan B. Hechenberger, Ph.D., Dean, School of Nurs-
ing
William J. Kinnardjr, Ph.D., Dean, School of Phar-
macy
Ruth H. Young, D.S.W, Dean, School of Social
Work and Community Planning

School of Nursing

Administration

Nan B. Hechenberger, Dean and Professor, B.S.,
Villanova University, 1956; M.S., Catholic Uni-
versity of America, 1959; Ph.D., 1974; (RN).

Frieda M. Holt, Associate Dean for Graduate

Studies and Professor, B.S., University of Colo-
rado, 1956; M.S., Boston University, 1969; Ed.D.,
1973; (RN).

Mary Rapson, Acting Associate Dean for Under-
graduate Studies and Assistant Professor, B.S.,
University of Maryland, 1961; M.S., 1967; Ph.D.,
1980; (RN).

Ann S. Madison, Assistant Dean for Academic

Services and Associate Professor, B.S., Univer-
sity of Maryland, 1962; M.S., University of
Pennsylvania, 1964; Ph.D., University of Mary-
land, 1973; (RN).

Barbara Byfield, Acting Assistant Dean for Continu-
ing Education and Faculty Development and
Assistant Professor, B.S., DYouville College,
1967; M.S., University of California, 1971; (RN).

Helen R. Kohler, Director, Outreach Projects and
Associate Professor,* B.S., University of Penn-
sylvania, I960; M.S., University of Minnesota,
1962; Ph.D., University of North Carolina, 1974;
(RN).

Elizabeth R. Lenz, Director, Doctoral Program and
Associate Professor,* B.S.N., DePauw Univer-
sity, 1964; M.S., Boston College, 1967; Ph.D.,
University of Delaware, 1976; (RN).

Ada Jacox, Director, Center for Research and

Professor, B.S., Columbia University, 1959; M.S.,
Wayne State University, 1965; Ph.D., Case West-
ern Reserve University, 1969; (RN).

Barbara Spivack, Director of Student Services, AB.,
Michigan State University, 1965; M.S., 1969.

Judith Baillieul, Director, Admissions and Aca-
demic Progressions, BA., State University of
New York, Albany, 1971; M.S., Teachers Col-
lege, Columbia University, 1972; Ed.D., 1979.

Joseph R. Proulx, Acting Chairperson, Career De-
velopment and Professor, B.S., University of
Bridgeport, 1961; M.S.N., University of Pennsyl-
vania, 1966; Ed.D., Teachers College, Columbia
University, 1972; (RN).

* Part-time appointment.

sj M. Virginia Ruth, Chairperson, Community Health,
Maternal-Child and Primary Care Nursing and
Associate Professor,* B.S., Georgetown Univer-
sity, 1953; M.S., Yale University, 1961; Dr. P.H.,
Johns Hopkins University, 1976; (RN); Certified
Nurse Midwife.

Marcus L. Walker, Acting Chairperson, Medical-
Surgical, Gerontological and Trauma/Critical
Care Nursing and Associate Professor, B.S.,
Teachers College, Columbia University, 1957;
M.S., 1959; M.P.H., Johns Hopkins University,
1972; Sc.D., 1976; (RN).

Doreen C. Harper, Chairperson, Registered Nurse
Program and Assistant Professor;* B.S.N, Corn-
ell University, 1971; M.S.N., Catholic University
of America, 1974; Ph.D., University of Maryland,
1980; (RN).

Lesley Perry, Chairperson, Senior Year and As-
sistant Professor, B.S.N., Roberts Wesleyan Col-
lege, 1966; M.S., Boston University, 1969;
Ph.D., University of Maryland, 1982; (RN).

Louise R Linthicum, Acting Chairperson, Junior
Year and Associate Professor, B.S.Johns
Hopkins University, 1959; M.S., University of
Maryland, 1964; Ph.D., 1975; (RN).

Mary Etta Mills, Assistant Dean for Clinical Affairs
and Associate Director for Nursing Services,
University of Maryland Medical System, B.S.N.,
University of Maryland, 1971; M.S., 1973; Sc.D.,
Johns Hopkins University, 1979; (RN).

Nurses Alumni Association Officers
for 1984-86

Jean Warfield Donnelly, President
Jean Friese Yeakel, First Vice President
Thelma Kleckner, Second Vice President
Margaret Carrozza, Secretary
Elaine Woodburn Crow, Treasurer
Board of Directors
Linda Williams
Joann Gesell Sheely
Christine Raab Weber
Lois Kaiserski

Faculty

Adams, Deborah, Instructor of Nursing (Pediatric
Nursing), B.S.N. , University of Virginia, 1976;
M.S.N., University of North Carolina, 1980;
(RN).

Arnold, Elizabeth C, Assistant Professor of Nursing
(Psychiatric Nursing), B.S., Georgetown Uni-
versity, 1961; M.S., Catholic University of
America, 1964; Ph.D., University of Maryland,
1984; (RN).

Baldwin, Beverly, Assistant Professor of Geron-
tological Nursing (Graduate Program), B.S.N. ,
Northwestern State University, 1966; M.S., Uni-
versity of Iowa, 1970; M.A, University of New
Orleans, 1975; Ph.D., University of Kentucky,
1984; (RN).

Barbosa, Gail, Instructor (Maternal-Child Nursing),
B.S.N., University of Maryland, 1975; M.S., 1982;
(RN).

Bausell, R. Barker, Associate Professor, Center for-
Research, B.S., University of Delaware, 1968;
Ph.D., 1976.

Bayne, Marilyn, Assistant Professor of Nursing

(Medical-Surgical Nursing), B.S., University of
Maryland, 1974; M.S., 1977; (RN).

Beaumont, Christine, Assistant Professor (Medical-
Surgical Nursing), B.S.N., University of Mary-
land, 1975; M.S., 1977; (RN).

Blakeney, Hazle E., Professor, Career Development
(Graduate Program), B.S., Kansas State College,
1944; M.A., Teachers College, Columbia Univer-
sity, 1961; Ed.D., 1967; (RN).

Boland, Barbara, Assistant Professor of Nursing
(Medical-Surgical Nursing) B.S., Catherine
Spaulding College, I960; M.S., University of
Maryland, 1973; (RN).

Braun, Rita, Assistant Professor of Nursing, Career
Development (Graduate Program), B.S.N., St.
Louis University, 1964; M.S.N., Catholic Univer-
sity of America, 1966; (RN).

Bronner, Mimi, Assistant Professor, Career Devel-
opment (Graduate Program), B.S.N. , West
Chester State University, 1958; M.A., Columbia
University, 1961; (RN).

Brooks, Naomi, Assistant Professor of Nursing
(Community Health Nursing), B.S., University
of Maryland, 1961; M.S., 1976; (RN).

Brownell, Ruth, Instructor (Adult Nurse Practi-
tioner), B.S., University of Maryland, 1974; M.S.,
1981; (RN).

Brunger, Judith, Instructor of Nursing (Psychiatric-
Mental Health Nursing), B.S., Duke University,
1969; M.S.N., Catholic University of America,
1979; (RN).

Buch, Karen, Instructor of Primary Care Nursing
(Graduate Program),* B.S.N., University of
Man-land, 1974; M.S., 1981; (RN).

Byfield, Barbara, Acting Assistant Dean for Continu-
ing Education and Faculty Development and
Assistant Professor, B.S., DYouville College,
1967; M.S., University of California, 1971; (RN).

Cahill, Cheryl A., Assistant Professor of Medical-
Surgical Nursing (Graduate Program), B.S.N. ,
Boston College, 1971; M.N., University of Wash-
ington, 1973; Ph.D., University of Michigan,
1983; (RN).

Cain, Ann M., Professor of Psychiatric Nursing
(Graduate Program), B.S., Ohio State Univer-
sity, 1956; M.S., University of Colorado, 1959;
Ph.D., University of Maryland, 1972; (RN).

Carson, Verna J., Assistant Professor of Nursing
(Psychiatric Nursing), B.S., University of Mary-
land, 1968; M.S., 1973; (RN).

Cassidy, Jean E., Assistant Professor of Nursing
(Maternal-Child Nursing), B.S.N. , St. Anselm's
College, 1964; M. P.H.Johns Hopkins Univer-
sity, 1973; Dr. P.H, 1981; Certified Nurse
Midwife; (RN).

Cogliano, Janet, Assistant Professor of Medical-
Surgical Nursing (Graduate Program), B.S.,
University of Maryland, 1965; M.S.N., Catholic
University of America, 1975; D.N.Sc, 1981; (RN).

Creasia, Joan, Assistant Professor (Medical-Surgical
Nursing), B.S.N., University of Vermont, 1964;
M.S.N., University of Maryland, 1977; (RN).

Cusson, Regina, Instructor of Nursing (Maternal-
Child Nursing), B.S., St. Joseph's College, 1971;
M.S., University of Maryland, 1978; (RN).

Damrosch, Shirley P., Assistant Professor, Center
for Research B.A., Ohio State University, 1954;
Ph.D.. University of Minnesota, 1975.
DeLuca, Kathleen E., Instructor of Nursing (Medi-
cal-Surgical Nursing), B.S.N., St. Louis
University, 1971; M.S.N. , Catholic University of
America, 1977; (RN).
Deutschendorf, Amy, Instructor (Medical-Surgical
Nursing), B.S.N., Case Western Reserve Univer-
sity, 1972; M.S., University of Maryland, 1977;
(RN).

Douglas, Charlene, Instructor (Community Health
Nursing), B.S.N. , Case Western Reserve Univer-
sity, 1978; M.P.H., Johns Hopkins University,
1981; (RN).

Edmunds, Marilyn, Assistant Professor of Primary
Care Nursing (Graduate Program), B.S., Brig-
ham Young University, 1964; M.S., De Pauw
University, 1970; (RN).

Eells, Mary Ann, Associate Professor of Community
H^jth_NursingJ Graduate Program), B.S., State
University of New York, 1955; M.S., University
of Rochester, 1968; Ed.D., 1970; (RN).

Emrich, Carol, Instructor of Medical-Surgical Nurs-
ing (Graduate Program), B.S., University of
Maryland, 1970; M.S., 1974; (RN).

Feroli, Kathleen, Instructor of Nursing (Pediatric
Nursing), B.S.N., University of Maryland, 1973;
M.S., 1980; (RN).

Fischman, Susan, Associate Professor of Maternal-
Child Nursing (Graduate Program),* + B.S.N.,
University of Michigan, 1957; M.P.H., Johns
Hopkins University, 1965; Dr.P.H., 1974; Cer-
tified Nurse Midwife; (RN).

Fishbein, Eileen G., Assistant Professor of Nursing
(Maternal-Child Nursing), B.S.N. , University of
Maryland, 1958; M.S., 1959; D.N.Sc, Catholic
University of America, 1981; (RN).

Fontaine, Dorothy, Instructor of Trauma/Critical
Care Nursing (Graduate Program), B.S., Vil-
lanova University, 1972; M.S., University of
Maryland, 1977; (RN).

Fortier, Julie C, Assistant Professor of Nursing
(Maternity Nursing), B.S., Medical College of
Georgia, 1966; M.S., University of Maryland,
1968; Ph.D., 1984; (RN).

Fortna, Nancy, Instructor of Nursing (Nursing of
Children), B.S.N., University of Pennsylvania,
1964; M.S.N., 1966; (RN).

Gannon, Mary Ellen, Assistant Professor of Medical-
Surgical Nursing (Graduate Program), B.S.N.,
University of Pittsburgh, 1961; M.S.N., Univer-
sity of Michigan, 1969; (RN).

Gift, Audrey, Assistant Professor of Medical-Surgical
Nursing (Graduate Program), B.S.N., Teachers
College, Columbia University, 1967; M.S., Uni-
versity of Pennsylvania, 1969; Ph.D., University
of Maryland, 1984; (RN).

Gordon, Dorothy L., Assistant Professor of Medical-
Surgical Nursing (Graduate Program),* B.S.N.,
University of Pennsylvania, 1963; M.S-, New
York University, 1968; D.N.Sc, Catholic Univer-
sity of America, 1975; (RN).

Grimm, Patricia M., Assistant Professor of Nursing
(Psychiatric Nursing), B.S., University of Con-
necticut, 1964; M.S., Catholic University of
America, 1976; (RN).

Guberski, Thomasine, Assistant Professor of Pri-
mary Care Nursing (Graduate Program), B.S.,
American International College, 1964; M.S.,
University of Michigan, 1969; (RN).

Gunnett, Ann E., Assistant Professor of Nursing
(Medical-Surgical Nursing), B.S., University of
Maryland, 1968; M.S., Case Western Reserve
University, 1975; (RN).

Hale, Shirley L., Associate Professor of Nursing
(Psychiatric Nursing), B.S., University of Penn-
sylvania, 1957; M.S., University of Maryland,
I960; Ph.D., 1974; (RN).

Hall, Pamela S., Instructor of Medical-Surgical Nurs-
ing (Graduate Program), B.S., University of
Maryland, 1974; M.S., 1980; (RN).

Hanley, Barbara, Assistant Professor, Career Devel-
opment (Graduate Program), B.S., Boston
College, 1966; M.S., University of Colorado,
1971; Ph.D., University of Michigan, 1983; (RN).

Hardman, Margaret A., Assistant Professor of Nurs-
ing (Maternity Nursing), B.S., University of
Oregon, 1955; M.S., University of Maryland,
1972; (RN).

Harper, Doreen C, Chairperson, Registered Nurse
Program UMBC and Assistant Professor; B.S.N.,
Cornell University, 1971; M.S.N., Catholic Uni-
versity of America, 1974; Ph.D., University of
Maryland, 1980; (RN).

Haymaker, Sharon R., Assistant Professor in Medical-
Surgical Nursing (Graduate Program), B.S.N.,
University of Maryland, 1970; M.S., Case West-
ern Reserve University, 1973; Sc.D., Johns
Hopkins University, 1984; (RN).

Hechenberger, Nan B., Dean and Professor, B.S.,
Villanova University, 1956; M.S., Catholic Uni-
versity of America, 1959; Ph.D., 1974; (RN).

Heller, Barbara, Associate Professor, Career Devel-
opment (Graduate Program), B.S., Boston
University, 1962; M.S.N., Adelphi University,
1966; Ed. M., Teachers College, Columbia
University, 1971; Ed.D., 1973; (RN).

Holt, Frieda M., Associate Dean for Graduate
Studies and Professor (Graduate Program),
B.S., University of Colorado, 1956; M.S., Boston
University, 1969; Ed.D., 1973; (RN).

Hum, Patricia D., Instructor of Trauma/Critical Care
Nursing (Graduate Program), B.S.N., University
of Florida, 1974; M.S., University of Washington,
1981; (RN).

Ignatavicius, Donna D., Instructor of Nursing (Me-
dical-Surgical Nursing), B.S.N. , University of
Maryland, 1976; M.S., 1981; (RN).

Jacox, Ada, Director, Center for Research and

Professor, B.S., Columbia University, 1959; M.S.,
Wayne State University, 1965; Ph.D., Case West-
ern Reserve University, 1969; (RN).

Jones, L. Colette, Associate Professor of Primary
Care Nursing (Graduate Program), B.S., Univer-
sity of Nebraska, 1958; M.S., Catholic University
of America, 1972; Ph.D., University of Maryland,
1978; (RN).

\, Keller, Lorraine, Instructor (Community Health

Nursing), B.S.N., University of Bridgeport, 1970;
M.S., University of Colorado, 1973, (RN).

Kennedy, Patricia H., Assistant Professor of Nursing
(Psychiatric Nursing), B.S., University of Mary-
land, 1962; M.S., 1963; (RN).

Kidd, Charlene, Instructor (Community Heath
Nursing), B.S., Wayne State University, 1972;
M.S., University of North Carolina, 1982; (RN).

Kleeman, Karen M., Assistant Professor of Medical-
Surgical Nursing (Graduate Program), B.S.,
Columbia Union College, 1968; M.S., University
of Colorado, 1971; Ph.D., University of Mary-
land, 1983; (RN).

Klemm, Paula R., Instructor of Nursing (Medical-
Surgical Nursing), B.S.N. , State University of
New York at Stony Brook, 1976; M.S., University
of Maryland, 1981; (RN).

Kohler, Helen R., Director, Outreach Programs and
Associate Professor of Nursing (Community
Health Nursing), B.S., University of Pennsylva-
nia, I960; M.S., University of Minnesota, 1962;
Ph.D., University of North Carolina, 1974; (RN).

Kreider, Mildred S., Associate Professor of Medical-
Surgical Nursing (Graduate Program), B.S.N. ,
Goshen College, 1958; M.S., University of Mary-
land, 1968; Ph.D., 1976; (RN).

Kruchko, Susan, Assistant Instructor (Maternal-Child
Nursing), B.S.N., University of Cincinnati, 1971;
M.S.N., University of Maryland, 1984; (RN).

Leidy, Susan, Instructor of Nursing (Medical-Surgi-
cal Nursing), B.S., Elizabethtown College, 1970;
M.S.N. , University of Pennsylvania, 1972; (RN).

Lenz, Elizabeth R., Director of Doctoral Program
and Associate Professor (Graduate Program),
B.S.N. , De Pauw University, 1964; M.S., Boston
College, 1967; Ph.D., University of Delaware,
1976; (RN).

Linthicum, Louise R., Acting Chairperson, Junior
Year and Associate Professor of Nursing (Mater-
nal-Child Nursing), B.S.Johns Hopkins
University, 1959; M.S., University of Maryland,
1964; Ph.D., 1975; (RN).

Liscik, Eileen, Instructor (Pediatric Nursing), B.S.N.,
University of Pittsburgh, 1973; M.S., Catholic
University of America, 1977; (RN).

Lyons, Marianne, Instructor (Medical-Surgical Nurs-
ing), B.S., Albright College, 1976; M.S.N.,
University of Maryland, 1983; (RN).

McCarron, Kim, Instructor (Medical-Surgical Nurs-
ing), B.S.N., University of Pennsylvania, 1978;
M.S., University of Maryland, 1982; (RN).

McElroy, Evelyn M., Associate Professor of Psychi-
atric Nursing (Graduate Program), B.S.,
University of Colorado, 1961; M.S., University of
Maryland, 1966; Ph.D., 1973; (RN).

McEntee, Margaret A., Assistant Professor of Nurs-
ing (Medical-Surgical Nursing) B.S., Seton
Hall University, 1968; M.S., University of Mary-
land, 1973; Ph.D., 1983; (RN).

McFadden, Ellen A., Assistant Professor of Nursing
(Psychiatric Nursing), B.S., University of Vir-
ginia, 1973; M.S., University of Maryland, 1974;
(RN).

McGinty, Margaret, Assistant Professor (Medical-
Surgical Nursing), B.S.N. , University of Mary-
land, 1971; M.S., 1974; (RN).

McGurn, Wealtha C, Associate Professor of Primary
Care Nursing (Graduate Program),* B.S.N.,
University of Vermont, 1961; M.S., University of
Pennsylvania, 1965; MA, 1971; Ph.D., 1976;
(RN).

McMullen, Patricia C, Instructor of Nursing (Mater-
nal-Child Nursing), B.S.N. , University of
Maryland, 1975; M.S., 1981; (RN).

Madison, Ann, Assistant Dean for Academic Services
and Associate Professor, B.S., University of
Maryland, 1962; M.S., University of Pennsylva-
nia, 1964; Ph.D., University of Maryland, 1973;
(RN).

Marsiglia, Diane, Instructor (Pediatric Nursing),
B.S., University of Maryland, 1976; M.S., 1984;
(RN).

Mason, Paula, Instructor of Trauma/Critical Care
Nursing (Graduate Program), B.S.N., Catholic
University of America, 1974; M.S., University of
Maryland, 1980; (RN).

Maurer, Frances, Instructor of Nursing (Medical-
Surgical Nursing) B.S., California State Univer-
sity, 1977; M.S., University of Maryland, 1979;
(RN).

Mazzocco, Gail, Instructor (Medical-Surgical Nurs-
ing), B.S., University of Maryland, 1972; M.S.,
1974; (RN).

Melcolm, Norma J., Assistant Professor of Nursing
(Medical and Surgical Nursing), B.S., Medical
College of Georgia, 1966; M.S., University of
Maryland, 1969; Ph.D., 1983; (RN).

Miller, Cynthia, Instructor (Medical-Surgical Nurs-
ing), B.S., University of Maryland, 1976; M.S.,
1981; (RN).

Miller, Patricia, Instructor of Nursing (Medical-Sur-
gical Nursing) B.S., Loyola College, 1974; B.S.,
Johns Hopkins University, 1977; M.S., Univer-
sity of Maryland, 1979; (RN).

Montana, Joanne D., Instructor of Nursing (Pedi-
atric Nursing) B.S.N. , University of Pittsburgh,
1973; Catholic University of America, 1980;
(RN).

Morgan, Ann, Assistant Professor of Nursing (Psy-
chiatric Nursing) B.S.N., Catholic University of
America, I960; M.S.N. , 1971; (RN).

Mullin, Virginia, Assistant Professor (Medical-Sur-
gical Nursing) B.S., St. Anselm College, 1957;
M.S., St. Johns University, 1962; (RN).

Murphy, Kathleen, Instructor (Pediatric Nursing)
B.S., University of Maryland, 1973; M.S., 1982;
(RN)

Neal, Margaret T, Assistant Professor of Nursing
(Psychiatric Nursing), B.S., Southern Mission-
ary College, 1965; M.S.N., Catholic University of
America, 1970; (RN).

Niklewski, Roberta, Assistant Professor of Nursing
(Psychiatric Nursing), B.S.N., St. Joseph Col-
lege, 1972; M.S.N., University of Marvland, 1975;
(RN).

O'Mara, Ann M., Assistant Professor of Nursing
(Medical-Surgical Nursing), B.S.N., State Uni-
versity of New York, 1972; M.S.N., Catholic
University of America, 1977; (RN).

Palmer, Mary H., Instructor of Gerontological Nurs-
ing (Graduate Program), B.S.N., University of
Maryland, 1975; M.S., 1982; (RN).

Panzarine, Susan, Clinical Assistant Professor (Psy-
chiatric Mental Health Nursing), B.S., Cornell
University, 1973; M.S., University of Rochester,
1977; Ph.D., University of Utah, 1983; (RN).

Papa, Patricia, Instructor (Pediatric Nursing), B.S.N. ,
Catholic University of America, 1970; M.S.N. ,
1983; (RN).

Parker, Barbara J., Assistant Professor of Nursing
(Psychiatric Nursing), B.S., University of Illi-
nois, 1968; M.S., University of Maryland, 1972;
(RN).

Parks, Peggy, Assistant Professor, Center for Re-
search, B.A, Park College, 1969; MA, George
Peabody College, 1974; Ph.D., 1976.

Peddicord, Karen S., Assistant Professor of Maternal-
Child Nursing (Graduate Program),* B.S.N.,
University of Maryland, 1970; M.S., 1972; (RN).

Perry, Lesley, Chairperson, Senior Year and As-
sistant Professor (Pediatric Nursing \ B.S.N. ,
Roberts Wesleyan College, 1966; M.S., Boston
University, 1969; Ph.D., University of Maryland,
1982; (RN).

Petit, Constance C, Instructor of Pediatric Nursing
(Graduate Program), B.S., Keuka College, I960;
M.P.H., University of Minnesota, 1965; S.N. P.,
University of Colorado, 1980; (RN).

Prescott, Patricia, Associate Professor of Nursing,
Center for Research, B.S., University of Califor-
nia, 1965; M.S., 1967; MA, University of Denver,
1974; Ph.D., 1977; (RN).
Proulx, Joseph R, Acting Chairperson and Pro-
fessor, Career Development (Graduate
Program), B.S., University of Bridgeport, 1961;
M.S.N., University of Pennsylvania, 1966; Ed.D.,
Teachers College, Columbia University, 1972;
(RN).
Pruitt, Rosanna, Instructor (Community Health
Nursing), B.S.N., Emory University, 1974; M.N.,
University of South Carolina, 1979; (RN).
Quinn, Charlene Connolly, Instructor of Nursing,
Career Development (Graduate Program)
B.S.N., Duke University, 1976; M.S.N., Univerity
of Maryland, 1980; (RN).

Rankin, Elizabeth, Assistant Professor of Nursing
(Psychiatric Nursing), B.S.N. , University of
Maryland, 1970; M.S., 1972; Ph.D., 1979; (RN).

Rapson, Mary, Acting Associate Dean, Undergradu-
ate Studies and Assistant Professor, B.S.,
University of Maryland, 1961; M.S., 1967; Ph.D.,
1980; (RN).

Rawlings, Norma R., Assistant Professor of Nursing
(Maternity Nursing), B.S., Winston-Salem Uni-
versity, 1964; M.S., University of Maryland, 1968;
(RN).

Robinson, Lisa, Professor Psychiatric Nursing (Grad-
uate Program), B.S., American University, 1961;
M.S., University of Maryland, 1965; Ph.D., 1970;
(RN).

Roblyer, Jody, Instructor (Pediatric Nursing), B.S.,
State University of New York at Binghamton,
1977; M.S., University of Maryland, 1982; (RN).

Romeo, Cathy, Instructor (Maternal-Child Nursing),
B.S.N., State University of New York at Pitts-
burgh, 1979; M.S.N. , Catholic University of
America, 1982; (RN).

Rudner, Nancy, Instructor in Primary Care Nursing
(Graduate Program), BA, University of Con-
necticut, 1975; M.S.N., Pace University, 1979;
M.RH, University of North Carolina, 1983; (RN).

Ruth, M. Virginia, Chairperson, Community Health,
Maternal-Child and Primary Care Nursing and
Associate Professor (Graduate Program)* B.S.,
Georgetown University, 1953; M.S., Yale Uni-
versity, 1961; Dr. PH., Johns Hopkins Univer-
sity, 1976; Certified Nurse Midwife; (RN).

Ryan, Joan, Instructor ( Psychiatric Mental Health
Nursing), B.S.N., Rutgers University, 1969;
M.S.N, University of Kentucky, 1972; (RN).

Sabatier, Kathleen, Instructor of Medical-Surgical
Nursing (Graduate Program),* B.S.N, Case
western Reserve University, 1972; M.S., Univer-
sity of Maryland, 1980; (RN).

Sartain, Mary Ann, Instructor (Pediatric Nursing),
B.S, George Mason University, 1979; M.S.N,
Catholic University, 1981; (RN).

Scott, Doris E, Assistant Professor of Nursing

(Psychiatric Nursing) B.S.N, Dillard University,
1963; M.S., Boston University, 1968; (RN).

Sen; Sandra, Assistant Professor (Maternity Nursing),
B.S.Johns Hopkins University, 1973; M.RH,
1976; Dr.RH, 1982; (RN).

Shelley, Sonya L, Professor, Center for Research,
B.S., University of Wisconsin, 1958; M.Ed.,
University of Maryland, 1971; Ph.D., 1973.

Shubkagel, Betty L., Professor of Medical-Surgical
Nursing (Graduate Program), B.S., University of
Maryland, 1954; M.N, Emory University, 1957;
Ph.D., University of Maryland, 1976; (RN).

Simmons, Valerie, Instructor of Nursing (Medical-
Surgical Nursing), B.S., University of Maryland,
1976; M.S., 1977; (RN).

Smith, Claudia M., Assistant Professor of Nursing
(Community Health Nursing), B.S., University
of Maryland, 1965; M.P.H., University of North
Carolina, 1971; (RN).

Soeken, Karen, Assistant Professor, Center for Re-
search, B.A, Valparaiso University, 1965; M.A.,
University of Maryland, 1970; Ph.D., 1979.

Spellbring, Ann Marie, Assistant Professor of Medi-
cal-Surgical Nursing (Graduate Program),*
B.S.N., University of Pennsylvania, 1967; M.S.,
University of Maryland, 1973; (RN).

Sphritz, Deborah R., Instructor of Nursing (Medical-
Surgical Nursing), B.S.N. , University of Mary-
land; M.S., 1982; (RN).

Spivack, Barbara J., Director of Student Services,*
AB., Michigan State University, 1965; M.A, 1969.

Spunt, Debra, Instructor (Medical-Surgical Nurs-
ing), B.S.N, University of Maryland, 1979; M.S.,
1983; (RN).

Stilwell, Edna, Assistant Professor of Gerontological
Nursing (Graduate Program), B.S.N, University
of Maryland, 1962; M.S., 1972; Ph.D., 1981; (RN).

Strasser, Judith, Instructor of Community Health
Nursing (Graduate Program), B.S, Villanova
University, 1970; M.S., University of Maryland,
1975; D.N.Sc, Catholic University of America,
1984; (RN).

Strickland, Ora, Associate Professor of Nursing

(Graduate Program), B.S, North Carolina Agri-
cultural and Technical State University, 1970;
M.S., Boston University, 1972; Ph.D., University
of North Carolina at Greensboro, 1977; (RN).

Sullivan, Patricia A, Assistant Professor, Career

Development (Graduate Program), B.S, Mount
St. Man- College, 1965; B.S.N, St. Anselm
College, 19710; M.S., Boston University, 1972;
S.M, Harvard University, 1977; Sc.D, 1981; (RN).

Suppe, Frederick, Professor of Philosophy (Gradu-
ate Program \+ A.B, University of California,
1962; AM, Universitv of Michigan, 1964; PhD,
1967.

Thomas, Sue, Associate Professor of Medical-Surgi-
cal Nursing (Graduate Program), B.S,
University of Maryland, 1969; M.S., 1972; Ph.D.,
1979; (RN).

Townsend, Carleen, Instructor (Pediatric Nursing),
B.S.N, Marymount College of Virginia, 1981;
M.S., University of Maryland, 1984; (RN).

Ulione, Margaret S, Instructor of Nursing (Family
Health Nursing), B.S.N, Columbia University,
1975; M.S.N, University of Akron, 1981; (RN).

Uphold, Constance R, Instuctor of Nursing (Family
Health Nursing), B.S.N, Pennsylvania State Uni-
versity, 1973; M.S., 1979; (RN).

Vlda, Patricia, Instructor (Medical-Surgical Nursing),
B.S, Boston College, 1973; M.S., 1975; (RN).

Walker, Marcus L, Acting Chairperson and Associate
Professor of Medical-Surgical Nursing (Gradu-
ate Program), B.S, Teachers College, Columbia
University, 1957; M.S., 1959; M.P.H, Johns
Hopkins University, 1972; Sc.D, 1976; (RN).

Waltz, Carolyn F, Coordinator for Evaluation and
Professor of Nursing (Graduate Program), B.S,
University of Maryland, 1963; M.S., 1968; Ph.D.,
University of Delaware, 1975; (RN).

Ward, Catherine E, Assistant Professor of Psychi-
atric Nursing (Graduate Program), B.S, Johns
Hopkins University, 1954; M.S., Boston Univer-
sity, 1962; (RN).

Wesley, Ruby, Instructor (Medical-Surgical Nursing),
B.S.N, Wayne State University, 1974; M.S., 1977;
(RN).

Wilson, Leslie S, Instructor of Nursing (Medical-
Surgical Nursing), B.S.N, Humboldt State Col-
lege, 1973; M.S., University of Massachusetts,
1977; (RN).

Wimbush, Frances, Instructor of Nursing (Medical-
Surgical Nursing), B.S.N, University of Mary-
land, 1976; M.S., 1979; (RN).

Winkelstein, Marilyn, Instuctor of Nursing (Mater-
nal-Child Nursing), B.S, University of
Maryland, 1972; M.S., 1979; (RN).

Wolfe, Mary L, Assistant Professor, Center for
Research, AB, Western Reserve University,
1949; MA, Bryn Mawr College, 1967; Ph.D.,
University of Delaware, 1974.

Wright, Jonelle E, Assistant Professor, Career Devel-
opment (Graduate Program), B.S.N, Point
Lomo College, 1974; M.S.N, Oral Roberts
University, 1981; Ph.D., University of Texas,
1984; (RN).

+ Joint appointment with another department.

Statement of Faculty, Student
and Institutional Rights and
Responsibilities for Academic

Integrity

Preamble

At the heart of the academic enterprise are learn-
ing, teaching, and scholarship. In universities these
are exemplified by reasoned discussion between
student and teacher, a mutual respect for the
learning and teaching process, and intellectual
honesty in the pursuit of new knowledge. In the
traditions of the academic enterprise, students and
teachers have certain rights and responsibilities
which they bring to the academic community.
While the following statements do not imply a
contract between the teacher or the university and
the student, they are nevertheless conventions
which the university believes to be central to the
learning and teaching process.

Faculty Rights and Responsibilities

1. Faculty shall share with students and administra-
tion the responsibility for academic integrity.

2. Faculty are accorded freedom in the classroom
to discuss subject matter reasonably related to
the course. In turn they have the responsibility
to encourage free and honest inquiry and ex-
pression on the part of students.

3. Faculty are responsible for the structure and
content of their courses, but they have responsi-
bility to present courses that are consistent with
their descriptions in the university catalog. In
addition, faculty have the obligation to make
students aware of the expectations in the
course, the evaluation procedures, and the
grading policy.

4. Faculty are obligated to evaluate students fairly
and equitably in a manner appropriate to the
course and its objectives. Grades shall be as-
signed without prejudice or bias.

5. Faculty shall make all reasonable efforts to pre-
vent the occurrence of academic dishonesty
through the appropriate design and administra-
tion of assignments and examinations, through
the careful safeguarding of course materials and
examinations, and through regular reassessment
of evaluation procedures.

6. When instances of academic dishonesty are sus-
pected, faculty shall have the right and responsi-
bility to see that appropriate action is taken in
accordance with university regulations.

Student Rights and Responsibilities

1. Students shall share with faculty and administra-
tion the responsibility for academic integrity.

2. Students shall have the right of inquiry and ex-
pression in their courses without prejudice or
bias. In addition, students shall have the right to
know the requirements of their courses and to
know the manner in which they will be evalu-
ated and graded.

3. Students shall have the obligation to complete
the requirements of their courses in the time
and manner prescribed and to submit to evalua-
tion of their work.

4. Students shall have the right to be evaluated
fairly and equitably in a manner appropriate to
the course and its objectives.

5- Students shall not submit as their own work any
work which has been prepared by others. Out-
side assistance in the preparation of this work,
such as librarian assistance, tutorial assistance,
typing assistance, or such assistance as may be
specified or approved by the instructor is al-
lowed.

6. Students shall make all reasonable efforts to
prevent the occurrence of academic dishonesty.
They shall by their own example encourage ac-
ademic integrity and shall themselves refrain
from acts of cheating and plagiarism or other
acts of academic dishonesty.

7. When instances of academic dishonesy are sus-
pected, students shall have the right and re-
sponsibility to bring this to the attention of the
faculty or other appropriate authority.

Institutional Responsibility

1. Campuses or appropriate administrative units of
the University of Maryland shall take appropri-
ate measures to foster academic integrity in the
classroom.

2. Campuses or appropriate administrative units
shall take steps to define acts of academic dis-
honesty, to ensure procedures for due process
for students accused or suspected of acts of aca-
demic dishonesty and to impose appropriate
sanctions on students guilty of acts of academic
dishonesty.

3. Campuses or appropriate administrative units
shall take steps to determine how admission or
matriculation shall be affected by acts of aca-
demic dishonesty on another campus or at an
other institution. No student suspended for dis-
ciplinary reasons at any campus of the Univer-
sity of Maryland shall be admitted to any other
University of Maryland campus during the pe-
riod of suspension.

(Adopted May 8, 1981, by the Board of Regents)

The University of Maryland Position
on Acts of Violence and Extremism
Which Are Racially, Ethnically, Re-
ligiously or Politically Motivated

The Board of Regents strongly condemns criminal
acts of destruction or violence against the person
or property of others. Individuals committing such
acts at any campus or facility of the university will
be subject to swift campus judicial and personnel
action, including possible expulsion or termina-
tion, as well as possible state criminal proceedings.

The provisions of this publication are not to be
regarded as an irrevocable contract between the
student and the University of Maryland. The univer-
sity reserves the right to change a provision or
requirement at any time within the student's term
of residence. The university further reserves the
right, at any time, to ask a student to withdraw
when it considers such action to be in the best
interests of the university.

The University of Maryland School of Nursing is an
affirmative action, equal opportunity institution. It
adheres to all federal and state laws and regula-
tions on discrimination regarding race, color, re-
ligion, age, national origin or sex. It adheres to all
federal and state laws and regulations on non-
discrimination regarding physical or mental hand-
icap.

Students are considered for admission to the
University of Maryland School of Nursing without
regard to race, color, creed or sex. It is the
objective of the school to enroll students with
diversified backgrounds in order to make the
educational experience more meaningful for each
individual.

CAMPUS MAP

University of Maryland at Baltimore

University & Campus-Related Buddings

Administration Building

737 W Lombard St

Allied Health Professions Building

32 S. Greene St

Baltimore Student Union

621 W Lombard St

OXalter P.) Carter Center

630 W Fayette St.

Davidge Hall

522 W Lombard St

Dental School

Hayden Harris Hall

666 W Baltimore St

Dunning Hall

636 W Lombard St

East Hall

520 W Lombard St

Gray Laboratory
520 W Lombard St
10 Greene Street Building
29 S. Greene St

11. Health Sciences Building
610 W Lombard St

12. Health Sciences Library
111 S. GreeneSt

13. Howard Hall
660W Redwood St

14. Institute of Psychiatry and
Human Behavior

645 W Redwood St

15. Kelly Memorial Building
650 W Lombard St.

16. Law School, Lane Hall
500 W Baltimore St

17. Lombard Building
511 W Lombard St

18. Maryland Institute for
Emergency Medical Services
Systems Shock Trauma Center
22 S. Greene St

19. Medical Faculty Foundation
Diagnostic Center
419421 WReauoodSt.

20. Medical School
Frank C. Bressler
Research Building
655 W Baltimore St

21. Medical School Teaching Facility
10 S. Pine St

22. Medical Technology
31 S. Greene St

23. Methadone Program
121 S Greene St.

24. Newman Center
712 W Lombard St.

25. Nursing School

, ,655 W Lombard St

26. Parsons Hall

622 W Lombard St

27. Pascault 'Row

651-655 W Lexington St

28. Pharmacy Hall
20 N. Pine St

29 Pine Street Station
210 N. Pine St

30. Poe School

520 W Fayette St

31. Pratt Street Garage and
Athletic Facility

646 W Pratt St.

32. Redwood Hall

721 W Redwood St

33. Ronald McDonald House
635 W Lexington St.

34. School of Social VCbrk and
Community Planning

525 W Redwood St

35. State Medical
Examiner's Building
111 PennSt.

36. Storage Building
710 W Lombard St

37. Tuerk House
106 N. Greene St

38. University Health Center
120 S. Greene St

39. University of Maryland
Medical System

22 S. Greene St

40. University Plaza and Garage
Redwood and Greene Sts.

41. Vtefem Health Center
700 W Lombard St.

42. Wstminster Hall
515 W layette St.

43. Whitehurst Hall
624 W Lombard St

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The University of Marx land

School of Nursing

655 West Lombard Street

Baltimore. Man land 21201

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Full text of "School of Nursing Catalog 1976-1987"

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